Feedback Versus Compliments Versus Both in Suturing and Knot Tying Simulation: A Randomized Controlled Trial.

INTRODUCTION: Suturing is an expected skill for students graduating from health professions programs. Previous studies investigated student experience with teaching sessions utilizing constructive feedback versus compliments but did not investigate the combination of both. METHODS: In this parallel, randomized controlled trial, participants were divided into three groups: feedback (F), compliments (C), or feedback and compliments (FC). Participants received standardized instruction on simple interrupted suturing and two-handed knot-tying, and were videotaped performing this skill before and after the intervention. Performance was evaluated using a validated Objective Structured Assessment of Technical Skills (OSATS) instrument. Participants completed a preintervention and postintervention survey rating their task enjoyment and self-assessment of performance. Analysis was performed to determine differences between and within the groups using Kruskal-Wallis, Wilcoxon rank-sum, and Mann-Whitney U tests. RESULTS: A total of 31 students participated: 11 in C, 10 in F, and 10 in FC. The groups had similar preintervention OSATS scores. The F and FC groups demonstrated significant improvement in OSATS score after intervention, group C was not significantly different: F median of 11.25-19.75 points (P = 0.002); FC median of 11.75-21 points (P = 0.002); C median of 13-14 points (P = 0.2266). Between the groups FC and F both had significant performance improvement compared with C (P < 0.001 and P = 0.001 respectively). The FC group had a significantly higher rating of their enjoyment of the task on the postintervention survey compared with both the C and F groups with a median rating of 10 compared with 8 and 8 (P = 0.0052 and P = 0.0126, respectively). CONCLUSIONS: The combination of feedback and compliments was associated with improvement in performance on suturing and knot-tying similar to the feedback-only group. The FC group rated a higher level of enjoyment of the activity compared to feedback or compliments alone.

Physician Assistant Student Attitudes and Empathy Following Virtual Immersion.

BACKGROUND: Addressing provider attitudes associated with diabetes and social determinants of health (SDH) can help improve a patient's overall health and wellbeing. Empathy can improve patient care and outcomes. Cinematic virtual reality (Cine-VR) has been shown to positively affect student empathy. The purpose of this study was to measure and compare empathy and diabetes attitudes among physician assistant students following immersion in 12 virtual-reality video modules. METHODS: Students (n=57) completed the Diabetes Attitude Scale-version 3 (DAS-3) and Jefferson Empathy Scale (JES) before and after completion of the modules. Data were analyzed using paired t-tests to determine differences in scales from baseline to post. RESULTS: After viewing the 12 modules, four DAS-3 subscales significantly increased and the JES showed increases from baseline to post, although not significant. DISCUSSION: Utilization of a common virtual patient can help engage students in improving attitudes toward patients with diabetes experiencing SDH and enhancing empathy.