Improving Medical Student Performance With Unsupervised Simulation and Remote Asynchronous Feedback

Simple item page
dc.article.number103302
dc.contributor.authorVaras J.
dc.contributor.authorBelmar F.
dc.contributor.authorFuentes J.
dc.contributor.authorVela J.
dc.contributor.authorContreras C.
dc.contributor.authorLetelier L.M.
dc.contributor.authorRiquelme A.
dc.contributor.authorAsbun D.
dc.contributor.authorAbbott E.F.
dc.contributor.authorEscalona G.
dc.contributor.authorAlseidi A.
dc.contributor.authorO'Sullivan P.
dc.contributor.authorVillagran I.
dc.date.accessioned2024-11-01T07:00:05Z
dc.date.available2024-11-01T07:00:05Z
dc.date.issued2024
dc.description.abstract© 2024 Association of Program Directors in SurgeryObjective: This study aims to assess the effectiveness of training medical students to perform two clinical procedures using unsupervised simulation with remote asynchronous feedback, compared to an intensive workshop with in-person feedback. Design, Setting, and Participants: Third-year medical students were recruited and randomized into 2 groups: Thoracentesis or paracentesis. Within each group, participants were further randomized into either unsupervised simulation with remote asynchronous feedback (experimental group; EG) or a 2-hour workshop (control group; CG). The EG underwent two unsupervised 20-minute training sessions and received remote asynchronous feedback. The CG had a 2-hour workshop where they received in-person feedback. After training, students were assessed using the objective structured assessment of technical skills (OSATS) scale. Twenty students in thoracentesis and 23 in paracentesis training completed the 2 training sessions with remote and asynchronous feedback, and 30 students for both thoracentesis and paracentesis groups completed the 2-hour workshop. Results: The EG achieved a significantly higher passing rate than the CG on both procedures (thoracentesis 80% vs. 43%, paracentesis 91% vs. 67%, p-value< 0.05). Conclusion: The asynchronous educational method allowed EG students to achieve higher performance than CG students. This novel modality allowed students and instructors to train and assess at their own pace.
dc.description.funderAssociation of Faculties of Medicine of Chile
dc.description.funderAsociación de Facultades de Medicina de Chile
dc.fuente.origenScopus
dc.identifier.doi10.1016/j.jsurg.2024.103302
dc.identifier.issn18787452 19317204
dc.identifier.scopusidSCOPUS_ID:85206884364
dc.identifier.urihttps://doi.org/10.1016/j.jsurg.2024.103302
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88412
dc.identifier.wosidWOS:001343336500001
dc.information.autorucFacultad de Medicina; Villagran Gutierrez, Ignacio Andrés; S/I; 1039444
dc.language.isoen
dc.nota.accesoContenido parcial
dc.revistaJournal of Surgical Education
dc.rightsacceso restringido
dc.subjectasynchronous feedback
dc.subjectremote feedback
dc.subjectSimulation
dc.subjectunsupervised training
dc.titleImproving Medical Student Performance With Unsupervised Simulation and Remote Asynchronous Feedback
dc.typeartículo
dc.volumen81
sipa.codpersvinculados1039444
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-11-2024
Files
Collections
Artículos de revistas