• Logo
  • SBMUJournals

Role of Feedback during Evaluation in Improving Emergency Medicine Residents’ Skills; an Experimental Study

Ali Vafaei, Kamran Heidari, Mohammad-Ali Hosseini, Mostafa Alavi-Moghaddam
PDF

Abstract

Introduction: Evaluation of students’ learning in clinical education system is one of the most important and challenging issues that facilities in this field have been facing. The present study aimed to evaluate the role of feedback during evaluation in increasing emergency medicine residents’ clinical skills.

Method: The present experimental study was performed on all second year emergency medicine residents of two educational hospitals, Tehran, Iran, with switching replications design and before-after method. They were randomly allocated to two groups (with or without feedback) and evaluated three times regarding chest ultrasonography for trauma patients, using direct observation of procedural skills (DOPS) and valid and reliable checklist. Data were analyzed using SPSS 20.

Results: 30 emergency medicine residents with the mean age of 36.63 ± 30.30 years were allocated to two equal groups (56.7% male). Studied groups were similar regarding the baseline characteristics. In both groups, obtained scores showed a significant increase from the first to the third evaluation (p < 0.001). Mean scores of first and second evaluations were 10.24 ± 0.77, 17.73 ± 0.46 in feedback receivers and 9.73 ± 0.77 and 12.13 ± 0.47 in others (p < 0.001). Mean third score after switching groups were 18.53 ± 0.22 in feedback receivers and 18.99 ± 0.22 in others (p = 0.213).

Conclusion: Based on the findings of the present study, giving feedback after evaluating the second year emergency medicine residents regarding chest ultrasonography for trauma patients, led to a significant improvement in their scores in future evaluations and consequently their skill.


Keywords

Education, medical, graduate; emergency medicine; learning; formative feedback

References

Abedini SAS, Aghamolaee T, Jome Zadeh A, Kamjo A. Clinical education problems from the perspective of nursing and midwifery students Hormozgan University of Medical Sciences. Journal of Hormozgan University ofMedical Sciences. 2009;12:249-53.

Crossley J, Humphris G, Jolly B. Assessing health professionals. Medical education. 2002;36(9):800-4.

Nouhi SFA, Foroud A, editors. Investigation of the problems in clinical evaluation according to clinical teachers of medicine and dentists in Kerman University of Medical Sciences 6th Medical Education Congress. 6th Medical Education Congress S; 2003; Tehran: hahid Beheshti University of Medical Sciences.

Rushforth HE. Objective structured clinical examination (OSCE): review of literature and implications for nursing education. Nurse education today. 2007;27(5):481-90.

Schoonheim-Klein M, Walmsley AD, Habets L, van der Velden U, Manogue M. An implementation strategy for introducing an OSCE into a dental school. European journal of dental education : official journal of the Association for Dental Education in Europe. 2005;9(4):143-9.

Smith-Strom H, Nortvedt MW. Evaluation of evidence-based methods used to teach nursing students to critically appraise evidence. The Journal of nursing education. 2008;47(8):372-5.

Franko DL, Cousineau TM, Trant M, Green TC, Rancourt D, Thompson D, et al. Motivation, self-efficacy, physical activity and nutrition in college students: randomized controlled trial of an internet-based education program. Preventive medicine. 2008;47(4):369-77.

Heinzow HS, Friederichs H, Lenz P, Schmedt A, Becker JC, Hengst K, et al. Teaching ultrasound in a curricular course according to certified EFSUMB standards during undergraduate medical education: a prospective study. BMC medical education. 2013;13(1):1.

Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Systematic review of the literature on assessment, feedback and physicians' clinical performance: BEME Guide No. 7. Medical teacher. 2006;28(2):117-28.

Beard J, Strachan A, Davies H, Patterson F, Stark P, Ball S, et al. Developing an education and assessment framework for the Foundation Programme. Medical education. 2005;39(8):841-51.

Beard JD, Jolly BC, Newble DI, Thomas WE, Donnelly J, Southgate LJ. Assessing the technical skills of surgical trainees. The British journal of surgery. 2005;92(6):778-82.

Barton JR, Corbett S, van der Vleuten CP, Programme EBCS. The validity and reliability of a Direct Observation of Procedural Skills assessment tool: assessing colonoscopic skills of senior endoscopists. Gastrointestinal endoscopy. 2012;75(3):591-7.

Thomas-Gibson S, Bassett P, Suzuki N, Brown G, Williams C, Saunders B. Intensive training over 5 days improves colonoscopy skills long-term. Endoscopy. 2007;39(09):818-24.

Liu C. An introduction to workplace-based assessments. Gastroenterology and Hepatology from bed to bench. 2012;5(1):24.

Holmboe ES, Hawkins RE, Huot SJ. Effects of training in direct observation of medical residents' clinical competence: a randomized trial. Annals of Internal Medicine. 2004;140(11):874-81.

Chen W, Liao S-c, Tsai C-h, Huang C-c, Lin C-c, Tsai C-h. Clinical skills in final-year medical students: the relationship between self-reported confidence and direct observation by faculty or residents. ANNALS-ACADEMY OF MEDICINE SINGAPORE. 2008;37(1):3.




DOI: http://dx.doi.org/10.22037/emergency.v5i1.14792

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.