title: Individualized feedback during simulated laparoscopic training:a mixed methods study.
abstract: OBJECTIVE
  This study aimed to explore the value of individualized feedback on performance, flow and self-efficacy during simulated laparoscopy. Furthermore, we wished to explore attitudes towards feedback and simulator training among medical students.
  
  
  METHODS
  Sixteen medical students were included in the study and randomized to laparoscopic simulator training with or without feedback. A teacher provided individualized feedback continuously throughout the procedures to the target group. Validated questionnaires and scales were used to evaluate self-efficacy and flow. The Mann-Whitney U test was used to evaluate differences between groups regarding laparoscopic performance (instrument path length), self-efficacy and flow. Qualitative data was collected by group interviews and interpreted using inductive thematic analyses.
  
  
  RESULTS
  Sixteen students completed the simulator training and questionnaires. Instrument path length was shorter in the feedback group (median 3.9 m; IQR: 3.3-4.9) as compared to the control group (median 5.9 m; IQR: 5.0-8.1), p<0.05. Self-efficacy improved in both groups. Eleven students participated in the focus interviews. Participants in the control group expressed that they had fun, whereas participants in the feedback group were more concentrated on the task and also more anxious. Both groups had high ambitions to succeed and also expressed the importance of getting feedback. The authenticity of the training scenario was important for the learning process.
  
  
  CONCLUSIONS
  This study highlights the importance of individualized feedback during simulated laparoscopy training. The next step is to further optimize feedback and to transfer standardized and individualized feedback from the simulated setting to the operating room.
authors.affiliation: Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet at Karolinska University Hospital, Sweden.
authors.forename: Liv
authors.initials: L
authors.lastname: Ahlborg
authors.affiliation: School of Education and Communication in Engineering Science (ECE), KTH Royal Institute of Technologyg, Sweden.
authors.forename: Maria
authors.initials: M
authors.lastname: Weurlander
authors.affiliation: Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet at Karolinska University Hospital, Sweden.
authors.forename: Leif
authors.initials: L
authors.lastname: Hedman
authors.affiliation: Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet at Karolinska University Hospital, Sweden.
authors.forename: Henry
authors.initials: H
authors.lastname: Nisel
authors.affiliation: Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet at Karolinska University Hospital, Sweden.
authors.forename: Pelle G
authors.initials: PG
authors.lastname: Lindqvist
authors.affiliation: Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet at Karolinska University Hospital, Sweden.
authors.forename: Li
authors.initials: L
authors.lastname: Felländer-Tsai
authors.affiliation: Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet at Karolinska University Hospital, Sweden.
authors.forename: Lars
authors.initials: L
authors.lastname: Enochsson
mesh_terms: D000328:Adult; D001290:Attitude; D005246:Feedback; D005260:Female; D006801:Humans; D010535:Laparoscopy / Q000193:education*; D008297:Male; D000066908:Simulation Training; D013337:Students, Medical / Q000523:psychology*; D055815:Young Adult
keywords: Feedback; flow; laparoscopic simulator training; self-efficacy