The impact of external feedback on computer-assisted learning for surgicaltechnical skill training

BACKGROUND: Computer-assisted learning (CAL) offers a number of potential a dvantages for surgical technical skills teaching. The purpose of this study was to evaluate the impact of individualized external feedback on surgical skill acquisition when a CAL package is used for instruction. METHODS: Freshman and sophomore students participated in a 1-hour CAL sessi on designed to teach them how to tie a two-handed square knot. One group re ceived individualized external feedback during the session and the other gr oup did not. Subjects were videotaped performing the skill before and after the session. The tapes were independently analyzed, in blinded fashion, by three surgeons. Three measures were obtained: the total time for the task, whether or not the knot was square, and the general quality of the perform ance using a rating scale. RESULTS: Data from 105 subjects were available for final analysis. For both groups there were significant increases in the proportion of knots that we re square when the posttest performance was compared with the pretest perfo rmance but there was no difference between groups on this measure. Comparis on of the performance scores demonstrated that both groups had a significan t improvement after the session but the performance scores were significant ly better in the group that had received feedback. CONCLUSIONS: Novices in both groups using CAL showed improvement in two of the outcomes measured, suggesting that subjects in both groups attained som e degree of competence with this skill. The higher posttest performance sco re for the group receiving feedback demonstrates that external feedback res ults in a higher level of mastery when CAL is used to teach surgical techni cal skills. Am J Surg. 2000;179:341-343, (C) 2000 by Excerpta Medica, Inc.