To investigate the effect of group feedback and formative assessment respectively on teaching effectiveness of endotracheal intubation (ETI).

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.

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).

Terminal feedback or formative assessment could enhance teaching effectiveness of endotracheal intubation among medical students.

Terminal feedback; Formative assessment; Endotracheal intubation; Teaching effect