Data on performance that is delivered from an objective method, such as a feedback device or high-fidelity manikin.
Comparison to Standard
Feedback that is compared to a defined passing rate that identifies a level of proficiency for learners that they need to achieve.
Feedback that is delivered during a learner’s demonstration of knowledge and/or a skill.
Feedback that is targeted towards a learner’s needed area of growth with clear language on how to improve.
Feedback that validates a learner’s correct demonstration of knowledge and/or skills with positive language.
Real-time feedback that is delivered in an auditory format during the learner’s demonstration of a skill.
Real-time feedback that is delivered in a visual format during the learner’s demonstration of a skill.
A briefing with learners prior to a learning event that promotes psychological safety and learner awareness of gaps in knowledge and/or skill.
Compared to a Standard
Debrief that provides an overall comparison to a defined passing rate that identifies a level of proficiency for learners that they need to achieve.
Debrief includes data on performance, including performance data that was delivered in the form of feedback during the learning event.
Evaluation of overall learner performance that provides a breakdown by specific areas of content, such as performance metrics, that are aligned with learning objectives.
Debrief is provided to learners immediately post the learning event.
Debrief allows for learner engagement, including self-evaluation and reflection on actions taken during the learning event.
Manageable Cognitive Load
Evaluation of overall learner performance is delivered in a format that is clear, concise and organized for learners to easily identify and understand their current levels of proficiency and areas of needed improvement.
Debrief that includes information validating a learner’s correct demonstration of knowledge and/or skills with positive language.
Methods for Improvement
Language in the debrief that is targeted towards a learner’s needed area of growth with clear language on how to improve.
Each year in the United States, approximately 292,000 adult patients suffer an in-hospital cardiac arrest (IHCA) with significant variation in their survival rate. This study identifies four themes related to ...
Study demonstrates that skills stations providing feedback are a feasible tool for required frequent retraining and retraining when compared to instructor-led formats. CPR skills performance for hospital nurses using a ...
Study demonstrates that a structured training program with deliberate practice (frequent and structured practice to improve performance) using real-time feedback improves the acquisition of CPR skills and the retention of ...
In order to increase educational efficiency in Utstein’s Formula of Survival, instructional design enhancements for CPR training have been identified to increase educational outcomes, patient outcomes, and survival after cardiac ...
For chest compression technical skill acquistion, in secondary school students, a training for chest compressions based on a real-time feedback software (Laerdal QCPR®) guided by an instructor is superior to ...