BACKGROUND: Feedback can have a powerful influence on the performance of learners, and has traditionally been provided by faculty. AIM: This study set out to explore whether feedback from a standardized patient (SP) can improve students' performance of the neurological examination. METHODS: A randomized controlled design was used with final year medical students. The control group did not receive any feedback. The intervention groups received either written feedback or a combination of written and verbal feedback. A written test was given prior to the intervention to assess comparability of the three groups. Pretest and post-test scores on the neurological examination were compared. Attitudinal questionnaires were administered at the time of the posttest, and 6 months later. RESULTS: Students receiving feedback from the SPs had significantly greater scores on the posttest than the control group. In the intervention groups, students receiving both verbal and written feedback scored significantly higher than those who received only written feedback. More positive perceptions of learning outcomes and the value of SP feedback were noted in the intervention groups. CONCLUSION:SP feedback was associated with a significant increase in student scores on the neurological examination, as well as more favorable perceptions of the experience.
RCT Entities:
BACKGROUND: Feedback can have a powerful influence on the performance of learners, and has traditionally been provided by faculty. AIM: This study set out to explore whether feedback from a standardized patient (SP) can improve students' performance of the neurological examination. METHODS: A randomized controlled design was used with final year medical students. The control group did not receive any feedback. The intervention groups received either written feedback or a combination of written and verbal feedback. A written test was given prior to the intervention to assess comparability of the three groups. Pretest and post-test scores on the neurological examination were compared. Attitudinal questionnaires were administered at the time of the posttest, and 6 months later. RESULTS: Students receiving feedback from the SPs had significantly greater scores on the posttest than the control group. In the intervention groups, students receiving both verbal and written feedback scored significantly higher than those who received only written feedback. More positive perceptions of learning outcomes and the value of SP feedback were noted in the intervention groups. CONCLUSION:SP feedback was associated with a significant increase in student scores on the neurological examination, as well as more favorable perceptions of the experience.
Authors: David Benrimoh; Myriam Tanguay-Sela; Kelly Perlman; Sonia Israel; Joseph Mehltretter; Caitrin Armstrong; Robert Fratila; Sagar V Parikh; Jordan F Karp; Katherine Heller; Ipsit V Vahia; Daniel M Blumberger; Sherif Karama; Simone N Vigod; Gail Myhr; Ruben Martins; Colleen Rollins; Christina Popescu; Eryn Lundrigan; Emily Snook; Marina Wakid; Jérôme Williams; Ghassen Soufi; Tamara Perez; Jingla-Fri Tunteng; Katherine Rosenfeld; Marc Miresco; Gustavo Turecki; Liliana Gomez Cardona; Outi Linnaranta; Howard C Margolese Journal: BJPsych Open Date: 2021-01-06