Performance feedback supported skill accuracy and was equally effective when provided by an educator as by automated means in a virtual simulation¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Included studies reported performance feedback supported skill accuracy, and educator-provided feedback was equally effective as automated feedback in a virtual simulation of clinical decision-making. → Bower K 2026

Evidence¶

Bower K 2026¶

Bower K, Scrivener K, Larkins S, Seaton C, Carlisle K. (2026). Technology-based teaching to support health students’ clinical skills in stroke recovery: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08709-7

q2 · i? · review · r3

Content-analysis finding from the review's synthesis; it reports feedback "was equally effective when provided by an educator as by automated means in a virtual simulation of clinical decision-making", attributed to the cited included study.

"Performance feedback supported skill accuracy [43, 54]. This was equally effective when provided by an educator as by automated means in a virtual simulation of clinical decision-making [64]."

Discussion¶

Related Claims¶

• A scoping review identified 48 studies of technology-based teaching for health students' stroke clinical skills, most published recently and of lower methodological quality — a broader claim this one bears on
• In an RCT reviewed here, adding AI-generated feedback to a GenAI virtual patient improved medical students' clinical decision-making relative to simulation alone — related
• Controlled GenAI virtual-patient and communication studies reported short-term skill gains, but positive findings were not universal — related
• Clearest LLM-teaching signals appear in settings with clearly defined tasks, immediate feedback, and repeated practice, such as simulated patients and structured feedback — related