{"title":"评估远程和异步程序性技能发展的反馈吸收：卫生专业培训中的定量研究","authors":"Ignacio Villagrán, Rocío Hernández, Javiera Fuentes-Cimma, Constanza Miranda, Julián Varas, Andrés Neyem, Gabriela Sepúlveda, Bárbara Catril, Patricio García, Isabel Hilliger, Eduardo Fuentes-Lopez","doi":"10.1111/jcal.70129","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Before they graduate, higher education students must demonstrate technical skills in different procedures, where health degrees such as physiotherapy stand out for their practical nature. Procedural skill development requires students to uptake feedback continuously, which is costly in terms of time and effort. Although the incorporation of technology has proven to support feedback delivery, further research is still needed to understand how these types of technologies can support feedback uptake and procedural skill attainment.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This paper aims to examine the experience of undergraduate physiotherapy trainees with a focus on feedback uptake during a 4-session procedural training with a feedback-oriented platform.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We used process mining to study the trainees' behavioural patterns regarding feedback, besides conducting descriptive and multilevel analyses to evaluate the incorporation of feedback and its influence on trainees' performance.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>We observed that most trainees reviewed and incorporated the feedback provided throughout the training, particularly towards the final session. And those trainees who better incorporated the feedback exhibited better performance. Thus, the results of this study support the idea that remote and asynchronous training with a feedback-oriented platform can support feedback uptake to improve procedural skill attainment throughout a learning process.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluating the Feedback Uptake for Developing Procedural Skills Remotely and Asynchronously: A Quantitative Study in Health Professions Training\",\"authors\":\"Ignacio Villagrán, Rocío Hernández, Javiera Fuentes-Cimma, Constanza Miranda, Julián Varas, Andrés Neyem, Gabriela Sepúlveda, Bárbara Catril, Patricio García, Isabel Hilliger, Eduardo Fuentes-Lopez\",\"doi\":\"10.1111/jcal.70129\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Before they graduate, higher education students must demonstrate technical skills in different procedures, where health degrees such as physiotherapy stand out for their practical nature. Procedural skill development requires students to uptake feedback continuously, which is costly in terms of time and effort. Although the incorporation of technology has proven to support feedback delivery, further research is still needed to understand how these types of technologies can support feedback uptake and procedural skill attainment.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This paper aims to examine the experience of undergraduate physiotherapy trainees with a focus on feedback uptake during a 4-session procedural training with a feedback-oriented platform.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>We used process mining to study the trainees' behavioural patterns regarding feedback, besides conducting descriptive and multilevel analyses to evaluate the incorporation of feedback and its influence on trainees' performance.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>We observed that most trainees reviewed and incorporated the feedback provided throughout the training, particularly towards the final session. And those trainees who better incorporated the feedback exhibited better performance. Thus, the results of this study support the idea that remote and asynchronous training with a feedback-oriented platform can support feedback uptake to improve procedural skill attainment throughout a learning process.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 5\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-09-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70129\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70129","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Evaluating the Feedback Uptake for Developing Procedural Skills Remotely and Asynchronously: A Quantitative Study in Health Professions Training
Background
Before they graduate, higher education students must demonstrate technical skills in different procedures, where health degrees such as physiotherapy stand out for their practical nature. Procedural skill development requires students to uptake feedback continuously, which is costly in terms of time and effort. Although the incorporation of technology has proven to support feedback delivery, further research is still needed to understand how these types of technologies can support feedback uptake and procedural skill attainment.
Objectives
This paper aims to examine the experience of undergraduate physiotherapy trainees with a focus on feedback uptake during a 4-session procedural training with a feedback-oriented platform.
Methods
We used process mining to study the trainees' behavioural patterns regarding feedback, besides conducting descriptive and multilevel analyses to evaluate the incorporation of feedback and its influence on trainees' performance.
Results and Conclusions
We observed that most trainees reviewed and incorporated the feedback provided throughout the training, particularly towards the final session. And those trainees who better incorporated the feedback exhibited better performance. Thus, the results of this study support the idea that remote and asynchronous training with a feedback-oriented platform can support feedback uptake to improve procedural skill attainment throughout a learning process.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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