The perceived effectiveness of various forms of feedback on the acquisition of technical skills by advanced learners in simulation-based health professions education

Abstract

Simulation-based health professions education is valuable for healthcare professionals to develop technical skills. However, little research has explored the effectiveness of augmented versus intrinsic feedback for advanced learners. This thesis aimed to determine what feedback type is perceived to be most effective by advanced care paramedics airing intraosseous access skills using simulation. Following the Design- Based Research framework, design-thinking and Delphi methods were used to generate a list of augmented feedback. In the test phase, paramedics received the augmented feedback and compared it to their intrinsic feedback while using the simulator, and in the evaluate phase, they ranked the feedback types. The results indicate that knowledge of performance was perceived as most effective, followed by intrinsic, and knowledge of results was perceived as least effective. This research provides insights into augmented and intrinsic feedback in simulation-based health professions education, but further work is needed to assess their actual learning effects.