Evaluating the Feedback Uptake for Developing Procedural Skills Remotely and Asynchronously: A Quantitative Study in Health Professions Training

ABSTRACT 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.