ArticleCureus2023
The Perceived Effectiveness of Various Forms of Feedback on the Acquisition of Technical Skills by Advanced Learners in Simulation-Based Health Professions Education.
Article in Cureus, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Assessing the reliability and validity of a standardized rubric for staff evaluation of all-ceramic crown preparations at preclinical setting.BMC medical education · 2026Article
- Development of a proptosis model as a surgical training tool for veterinary students and practitioners.The Veterinary recordArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Simulation-based health professions education (SBHPE) is a valuable approach for healthcare professionals to develop and refine technical skills in a safe environment. Feedback plays a crucial role in the acquisition of these skills, but little research has explored the effectiveness of augmented (knowledge of results (KR) and knowledge of performance (KP) versus intrinsic feedback types for advanced learners. Therefore, this study aimed to determine what type of feedback is perceived to be most effective by advanced learners when acquiring complex technical skills in SBHPE. The study followed the test and evaluated phases of the design-based research (DBR) framework. A total of 23 advanced care paramedics (ACPs) participated in the study and received feedback in the form of KR, KP, and intrinsic feedback while using the intraosseous (IO) access simulator. Participants completed a survey to evaluate their learning experience and rank the perceived effectiveness of each feedback type. The results of this study indicated that KP was perceived as the most effective type of feedback and KR was perceived as the least effective feedback, with intrinsic feedback being in the middle. This work provides insights into the use of augmented and intrinsic feedback for advanced learners in an SBHPE environment, but future work to assess the actual learning effects of these types of feedback is needed.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.