Immediate vs Delayed Feedback in a Progressive Musculoskeletal E-module Case for Clinical Reasoning Development

Authors

Megan Frazee, University of Nebraska Medical CenterFollow
Krista Gipson, University of Nebraska Medical CenterFollow
Elizabeth Lyden, University of Nebraska Medical CenterFollow
Stephanie Langel, University of Nebraska Medical CenterFollow

ORCID (Optional)

https://orcid.org/0000-0001-8233-4642

Abstract

Introduction: Clinical reasoning (CR) skills are essential when preparing healthcare students to transition to clinical practice. The purpose of this study was to evaluate the effects of feedback timing within a case-based learning (CBL) e-module. The secondary aim was to examine the longitudinal impact on student performance within a standardized patient (SP) simulation and their overall course grade at the end of the semester.

Review of Literature: Feedback is a powerful teaching method to improve student learning. However, there are highly conflicting results regarding the best frequency and timing of feedback. This may be influenced by the level of the learner and the complexity of the material. The effect of feedback timing within CBL e-modules teaching CR is unknown.

Methods: Students were randomized to complete one of two variations of the e-module: 1) immediate feedback or 2) delayed feedback. Fisher’s exact test was used to detect differences between student responses within the e-module, the SP simulation, and their overall course grades at the end of the semester.

Results: There was no statistical association for identifying the correct hypothesis, severity rating, or irritability ratings within the e-module. Likewise, there was no association of SP simulation performance or overall course grade with feedback group assignment.

Discussion and Conclusion: The timing of feedback did not have a significant effect on the e-module outcomes, SP simulation performance, or course grades. It is possible that the feedback delay was not long enough to result in differences between groups. Also, the e-module was only a fraction of the materials used during the semester-long course. Regardless of feedback timing, students in both groups valued the opportunity to learn and assess their CR skills within the e-module. These results may support freedom of educators and/or students to choose the feedback they believe will be most beneficial to their learning.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Frazee, Megan; Gipson, Krista; Lyden, Elizabeth; and Langel, Stephanie (2024) "Immediate vs Delayed Feedback in a Progressive Musculoskeletal E-module Case for Clinical Reasoning Development," Innovations in Health Sciences Education Journal: Vol. 2 : Iss. 1 , Article 1.
Available at: https://doi.org/https://doi.org/10.32873/unmc.dc.ihsej.0056