Journal of Advances in Education Research

Download PDF (168.3 KB) PP. 191 - 198 Pub. Date: August 1, 2017

DOI: 10.22606/jaer.2017.23007

• Moritz Muessig
  Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Germany
• Jasmina Sterz
  Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Germany
• Maria-Christina Stefanescu
  Department of Surgery, University Hospital Frankfurt, Germany
• Bernd Bender
  Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Germany
• Sebastian H. Hoefer
  Department of Surgery, University Hospital Frankfurt, Germany
• Miriam Ruesseler^*
  Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Germany

Feedback is an essential part of the learning process during undergraduate medical training especially in acquiring practical skills. This study investigates the impact of video feedback on the acquisition of sterile working competencies as an example of a complex practical skill. Fourthyear medical students enrolled in the mandatory skills training completed a 210-minute training unit of ‚wound care’. Oral feedback was received directly after the practical procedure. In the study group, the performance was video-taped and reviewed directly thereafter. Afterwards, students completed a 5-minute OSCE. One to three month later, students were re-assessed as part of their regular practical skills assessment. A total of 107 students were included in the study. There were no significant differences between the two study groups at both point in times. In the present setting and skill, video feedback seems to have no impact on skills’ acquisition.

Feedback, practical skills, video feedback, medical training

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