ArticleJournal of education and health promotion2025
The effect of the application of feedback on second-stage labor companion skills and Objective Structured Clinical Examination results of associate degree midwifery students.
Article in Journal of education and health promotion, 2025. 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
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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.
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Who cites it
2 citing papers in PubMed.
- An exploratory study on the use of the self-directed learning, self-video recording, peer-to-peer review, and Direct feedback model to enhance clinical skills among medical students in Southern Thailand.Journal of education and health promotion · 2026Article
- A scientometric update of the evolution of national scientific production in dental educators in Peru according to gender disparity.Journal of education and health promotion · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFeedback is vital to education, enhancing teaching and learning outcomes. It informs students of their errors, motivating them to avoid repeating mistakes. Proficiency in second-stage labor companions is a core competency for midwives. The Objective Structured Clinical Examination (OSCE) assesses midwife competency. MATERIALS AND
methodsThis quantitative study, conducted from January to June 2023 at XYZ University, employed a quasiexperimental design with a Non-Equivalent Pretest Post-test Control Group approach. Sixty respondents were divided into three groups: a control group without feedback, an intervention group with feedback, and a second intervention group with video and feedback. Data were collected through practical skill assessments and OSCE exams and analyzed using SPSS version 27 with Wilcoxon and Kruskal-Wallis tests.
resultsThe mean ranks of skills and OSCE scores for second-stage labor assistance varied significantly. The control group had mean ranks of 8.50 for skills and 8.00 for OSCE scores, while the first intervention group (feedback only) had 8.00 and 7.50, respectively. The second intervention group, receiving both video tutorials and feedback, had the highest scores, showing this combination is the most effective teaching method.
conclusionThe integration of video tutorials with feedback proves to be the most effective method for enhancing midwifery students' skills in second-stage labor support and improving their OSCE exam results, surpassing the outcomes of feedback alone or no feedback.
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