Advances in health sciences education : theory and practice
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Adv Health Sci Educ Theory Pract · May 2014
Review Meta AnalysisFeedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis.
Although feedback has been identified as a key instructional feature in simulation based medical education (SBME), we remain uncertain as to the magnitude of its effectiveness and the mechanisms by which it may be effective. We employed a meta-analysis and critical narrative synthesis to examine the effectiveness of feedback for SBME procedural skills training and to examine how it works in this context. ⋯ Multiple sources of feedback, including instructor feedback, lead to short-term performance gains although data on long-term effects is lacking. The mechanism by which feedback may be operating is consistent with the guidance hypothesis, with more research needed to examine other mechanisms such as cognitive load theory and social development theory.
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Adv Health Sci Educ Theory Pract · Dec 2010
Review Meta AnalysisTime and learning efficiency in Internet-based learning: a systematic review and meta-analysis.
Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. ⋯ on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.