Application of group feedback and formative assessment in the teaching of endotracheal intubation

Objective To investigate the effect of group feedback and formative assessment respectively on teaching effectiveness of endotracheal intubation (ETI). Methods After atheoretical lecturing and theoretical test, eighty three undergraduates were randomized into concurrent-feedback group and group-feedback group. ETIsimulation training was given respectively by providing concurrent or group feedback in the two groups, and then undergraduates received a skill assessment. After atheoretical lecturing and theo-retical test, other 91 undergraduates were randomized into final-assessment group and formative-assessment group. ETIsimulationtraining and skill assessment were given in final-assessment group. Before training, first skill assessment was performed in formative-assessment group, and then feedback was delivered based on the assessment. After training, second skill assessment was given again. Skill assessment was evaluated using the criterion-based task specific checklist combined with global rating scale. t-test was used for comparison between groups. Results There was no statistical difference (P=0.212) in theoretical scores between group-feedback group, and concurrent-feedback group. Skill assessment score of group-feedback group (39.4±4.9) was higher than that in concurrent-feedback group (35.4±4.7), with statistical difference (P=0.000). There was no statistical difference (P=0.395) in theoretical scores between formative-assessment group and final-assessment group. Score of formative-assessment group (39.3±6.2) was higher than that in final-assessment group (32.2±2.4), with statistical difference (P=0.000). Conclusion Terminal feedback or formative assessment could enhance teaching effectiveness of endotracheal intubation among medical students. Key words: Terminal feedback; Formative assessment; Endotracheal intubation; Teaching effect