Instructor feedback during VR laparoscopy training reduced time and repetitions to proficiency, but the no-feedback group achieved a higher final performance score¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An RCT found the instructor-feedback group required significantly less time and fewer repetitions to reach the expert proficiency level than the no-feedback group. → Stamer Tjorven 2026 q2 i? The no-feedback group achieved a higher final performance score on reaching proficiency. → Stamer Tjorven 2026

Evidence¶

Stamer Tjorven 2026¶

Stamer Tjorven, Machinek Nora, Steinhäuser Jost, Goujard Mathilde, Flägel Kristina. (2026). The role of digital teaching methods in supporting practical skills training in the academic training of health professions – a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08785-9

q2 · i? · causal · r2

RCT (Strandbygaard et al., 2013) summarized in the review's VR table: the intervention group received up to three standardized instructor feedback sessions during virtual laparoscopy training; controls practiced independently until a predefined proficiency level. Both directions of effect were reported.

"The intervention group required significantly less time and fewer repetitions to reach the proficiency level than the no-feedback group. The no-feedback group achieved a higher final performance score."

Discussion¶

Related Claims¶

• VR-enhanced basic robotic skills training sometimes required more training repetitions than conventional training to reach equivalent proficiency — related