The Effect of Immediate and Delayed Feedback on Knowledge and Performance Development in Athletic Therapy Students during a Simulated Cardiac Emergency
Date
2013-12-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Feedback is intended to reduce the gap between actual and expected performance. Feedback can be provided during or following a learning event. However, in uncontrolled and unpredictable learning environments (medical residencies), feedback following a learning event may be delayed or absent. Feedback timing strategies have been studied in variety of disciplines, but is lacking in the field of sports medicine. Therefore, this study examined the effectiveness of feedback timing strategies on knowledge acquisition and performance skill development of athletic therapy students using simulated cardiac emergencies.
Thirty athletic therapy students were randomly assigned to an immediate feedback (IF), delayed feedback (DF), or no feedback (NF) group. Students completed a baseline performance test, received standardized instruction on cardiac emergency management and completed knowledge and performance pretests. During the intervention period, students managed nine emergency simulations. The IF group received feedback immediately following each simulation. The DF group did not receive any feedback between simulations; they received all feedback on each of the nine simulations after the ninth simulation. The NF group received all feedback on each simulation at the end of the study. Knowledge and performance posttests were administered after the last feedback session of the intervention period (acquisition), and a follow- up test was administered two weeks later (retention). Several one-way ANOVA tables were generated to compare group knowledge and performance outcome measures from the pretest, posttest, and follow-up test. A Tukey’s post hoc analysis was used to examine significant interactions.
The IF and DF groups performed significantly better on the knowledge posttest compared to the NF group, F(2, 27) = 5.64, p < 0.05. There were no significant differences between the
igroups on the performance pretest, posttest, or follow-up tests. However, the IF and DF groups scored a higher total performance score with automated external defibrillator (AED) application compared to the NF group, F(2, 27) = 6.10, p < 0.05.
The results suggest that feedback has a positive impact on learning, regardless of timing strategy. However, previous research has demonstrated that different feedback delay times may have different effects on learning. Regardless, instructors must research and wisely choose the most optimal feedback strategies to enhance learning.
Description
Keywords
Education, Educational Psychology, Education, Psychometrics
Citation
Valdez, D. (2013). The Effect of Immediate and Delayed Feedback on Knowledge and Performance Development in Athletic Therapy Students during a Simulated Cardiac Emergency (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28081