An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students

Background: Simulation-based counselling using standardised patients (SPs) provide pharmacy students an authentic approach to training; limited data exists regarding student performance using immediate feedback approaches. Aims: To compare grades of students receiving immediate feedback verses (vs.) delayed feedback. Methods: A pre-trial assessment of student perceptions and an unblinded randomised trial comparing immediate and delayed feedback. Third year pharmacy students (n=153) counselled SPs in four clinical “experiences”; student grades were the primary outcome. Student t-test and repeated measures were used to compare grades between groups and grades over time. Results: During pre-trial surveys 50% of students preferred immediate feedback, 22% delayed, and 28% had no preference. There was no significant differences in overall student grades between groups (88.4% immediate vs. 86.6% delayed, p=0.7) or in grades over time (p=0.276). Conclusions: Although more students preferred immediate feedback, overall grades did not differ based on method of feedback