Journal of Educational Evaluation for Health Professions

Research article

Enhancement of the technical and non-technical skills of nurse anesthesia students using the Anesthetic List Management Assessment Tool in Iran: a quasi-experimental study: Ali Khalafi, Maedeh Kordnejad, Vahid Saidkhani; J Educ Eval Health Prof. 2023;20:19. Published online June 16, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.19

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Abstract PDF Supplementary Material: Purpose
This study investigated the effect of evaluations based on the Anesthetic List Management Assessment Tool (ALMAT) form on improving the technical and non-technical skills of final-year nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences (AJUMS).
Methods
This was a semi-experimental study with a pre-test and post-test design. It included 45 final-year nurse anesthesia students of AJUMS and lasted for 3 months. The technical and non-technical skills of the intervention group were assessed at 4 university hospitals using formative-feedback evaluation based on the ALMAT form, from induction of anesthesia until reaching mastery and independence. Finally, the students’ degree of improvement in technical and non-technical skills was compared between the intervention and control groups. Statistical tests (the independent t-test, paired t-test, and Mann-Whitney test) were used to analyze the data.
Results
The rate of improvement in post-test scores of technical skills was significantly higher in the intervention group than in the control group (P˂0.0001). Similarly, the students in the intervention group received significantly higher post-test scores for non-technical skills than the students in the control group (P˂0.0001).
Conclusion
The findings of this study showed that the use of ALMAT as a formative-feedback evaluation method to evaluate technical and non-technical skills had a significant effect on improving these skills and was effective in helping students learn and reach mastery and independence.

Educational/Faculty development material

Common models and approaches for the clinical educator to plan effective feedback encounters: Cesar Orsini, Veena Rodrigues, Jorge Tricio, Margarita Rosel; J Educ Eval Health Prof. 2022;19:35. Published online December 19, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.35

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2 Web of Science
2 Crossref

Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.

Citations

Citations to this article as recorded by

Navigating power dynamics between pharmacy preceptors and learners
Shane Tolleson, Mabel Truong, Natalie Rosario
Exploratory Research in Clinical and Social Pharmacy.2024; 13: 100408. CrossRef
Feedback conversations: First things first?
Katharine A. Robb, Marcy E. Rosenbaum, Lauren Peters, Susan Lenoch, Donna Lancianese, Jane L. Miller
Patient Education and Counseling.2023; 115: 107849. CrossRef

Case report

Formative feedback from the first-person perspective using Google Glass in a family medicine objective structured clinical examination station in the United States: Julie Youm, Warren Wiechmann; J Educ Eval Health Prof. 2018;15:5. Published online March 7, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.5

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3 Web of Science

Abstract PDF Supplementary Material: Purpose
This case study explored the use of Google Glass in a clinical examination scenario to capture the first-person perspective of a standardized patient as a way to provide formative feedback on students’ communication and empathy skills ‘through the patient’s eyes.’
Methods
During a 3-year period between 2014 and 2017, third-year students enrolled in a family medicine clerkship participated in a Google Glass station during a summative clinical examination. At this station, standardized patients wore Google Glass to record an encounter focused on communication and empathy skills ‘through the patient’s eyes.’ Students completed an online survey using a 4-point Likert scale about their perspectives on Google Glass as a feedback tool (N= 255).
Results
We found that the students’ experiences with Google Glass ‘through the patient’s eyes’ were largely positive and that students felt the feedback provided by the Google Glass recording to be helpful. Although a third of the students felt that Google Glass was a distraction, the majority believed that the first-person perspective recordings provided an opportunity for feedback that did not exist before.
Conclusion
Continuing exploration of first-person perspective recordings using Google Glass to improve education on communication and empathy skills is warranted.

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