Comparison of Feedback-Based Learning and Traditional-Based Training for Operating Room Technology Students
Background
Effective feedback is crucial in clinical education to identify weaknesses and intervene at the right times. This study compared the effects of apprenticeship training using sandwich feedback and traditional methods on the perioperative competence and performance of Operating Room (OR) technology students.
Methods
Thirty final-semester OR technology students were randomly assigned to either Feedback-Based Learning (FBL) using a sandwich model or Traditional-Based Training (TBT) for three consecutive weeks. The students completed the Perceived Perioperative Competence Scale-Revised (PPCS-R) and were evaluated via Direct Observation of Procedural Skills (DOPS). FBL students also provided feedback on the program.
Results
The FBL group showed significantly higher PPCS-R scores and greater improvement from the first to last day compared to the TBT group. Additionally, FBL students had higher DOPS scores, and most had a positive attitude toward the program.
Conclusion
Apprenticeship training with sandwich feedback was found to be superior in enhancing perioperative competence and performance of final-semester OR technology students compared to traditional methods.
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