FEEDBACK DESIGN

  • Performance Data

    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.

  • Real-time Feedback

    Feedback that is delivered during a learner’s demonstration of knowledge and/or a skill.

  • Actionable Information

    Feedback that is targeted towards a learner’s needed area of growth with clear language on how to improve.

  • Positive Reinforcement

    Feedback that validates a learner’s correct demonstration of knowledge and/or skills with positive language.

  • Audio Feedback

    Real-time feedback that is delivered in an auditory format during the learner’s demonstration of a skill.

  • Visual Feedback

    Real-time feedback that is delivered in a visual format during the learner’s demonstration of a skill.

DEBRIEFING DESIGN

  • Prebriefing

    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.

  • Performance Data

    Debrief includes data on performance, including performance data that was delivered in the form of feedback during the learning event.

  • Content-Specific

    Evaluation of overall learner performance that provides a breakdown by specific areas of content, such as performance metrics, that are aligned with learning objectives.

  • Immediate Timing

    Debrief is provided to learners immediately post the learning event.

  • Reflective Evaluation

    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.

  • Positive Reinforcement

    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.

— Feedback and Debriefing Research —

Feedback, International, Low Dose, High Frequency, RQI-Based

RCT comparing the clinical effectiveness of conventional instructor-facilitated cardiac compression training to technology enhanced training using high-fidelity mannequins – A pilot study

While effective chest compressions are the foundation of resuscitation efforts and significantly positively influence outcomes, the quality of compressions provided by healthcare providers is poor. International consensus is to provide ...
by learningrqi •

Deliberate Practice, Feedback, International, Low Dose, High Frequency

Cardiopulmonary resuscitation retention training for hospital nurses by a self-learner skills station or the traditional instructor led course: A randomised controlled trial

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 ...
by learningrqi •

Deliberate Practice, Feedback, International, Low Dose, High Frequency

Deliberate practice in resuscitation training using a feedback device, and the effects of the physical characteristics of the rescuer on the acquisition and retention of cardiopulmonary resuscitation skills: Randomized clinical trial

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 ...
by learningrqi •