Supporting Third-Year Medical Students' Skill Acquisition, Self-Efficacy, and Self-Regulation With Modeling and Feedback During Laparoscopic Simulation

• In Event: Feedback and Self-Evaluations of Performance

Abstract

Third-year medical students participating in surgical simulation learning observed either a coping model, a mastery model, or no model at all, and were given either process feedback, outcome feedback, or no feedback. The purpose of the study was to examine how model and feedback types affect medical students’ skill acquisition, self-regulation, and self-efficacy. Students exhibited significant differences in self-efficacy. There was a main effect for feedback. Students who received process feedback were more self-efficacious. Students who received process feedback along with a coping model had higher self-efficacy than students who did not receive this treatment. Moreover, students who received process feedback and coping models scored higher on the follow-up post-test and reported that they spent significantly longer time practicing independently

Authors

• Douglas F. Kauffman, Boston University School of Medicine

• Michael S Dempsey, Boston University

• Nicole Kissane-Lee, Boston University School of Medicine