APPLIED RESEARCH: Teaching Clinical Skills Through Videotape Review: A Randomized Trial of Group Versus Individual Reviews

Parish, Sharon J.; Weber, Catherine; Steiner-Grossman, Penny; Milan, Felise B.; Burton, William B.; Marantz, Paul R.

doi:10.1207/s15328015tlm1802_1

Cited by 34 publications

(63 citation statements)

References 11 publications

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“…The study showed that most students (80%) had a positive experience and found the situation less stressful than they had expected; they reported that they would not have wanted to do it in any other way. The students who had received individual feedback supported by observation of the video-recording reported a significantly higher level of satisfaction with the feedback and rated the examination as a more positive learning opportunity than did those who had received feedback in a group (17).…”

Section: Video-recording With Feedbackmentioning

confidence: 90%

Nursing students' experiences of being video‐recorded during examination in a fictive emergency care situation

Nyström

Pålsson

Hofsten

et al. 2013

Int J of Nursing Practice

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Promoting undergraduate nursing students' learning in simulated care can be achieved through dynamic scenario-based training sessions that are documented using simple video equipment.One valuable aspect of this kind of training is the subsequent reflective dialogue that takes place between the teacher and the students during the examination.The aim of the present paper is to describe bachelor nursing students' experiences of being videorecorded during an examination with a simulated patient in emergency care.The study was descriptive in design and used a qualitative approach with written answers to open-ended questions; 44 undergraduate nursing students participated.A latent content analysis resulted in three themes: (1) Visualization may cause nervousness at first, (2) Visualization promotes dialogue and acknowledgement, and (3) Visualization promotes increased self-knowledge and professional growth.The conclusion is that video-recording is a good way for undergraduate nursing students to develop skills in emergency care situations and to understand their own actions; it may also help them increase their self-knowledge.

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Section: Video-recording With Feedbackmentioning

confidence: 90%

Nursing students' experiences of being video‐recorded during examination in a fictive emergency care situation

Nyström

Pålsson

Hofsten

et al. 2013

Int J of Nursing Practice

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“…[2][3][4][5] Medical curricula have employed innovative techniques for improving communication and assessment skills, including teaching clinical skills through videotape review, utilizing standardized video cases in assessing communication skills, and development of interactive virtual patients to improve communication and history-gathering skills. [6][7][8][9] All students in the third-professional year of the pharmacy curriculum are required to take a 3-credit Self Care 1 course in the fall semester. The Self Care 1 syllabus covers the most prevalent nonprescription topics in practice, such as herbal pharmacotherapy, fever and pain, cough and cold, gastrointestinal ailments, and home monitoring devices.…”

Section: Introductionmentioning

confidence: 99%

Integrating Virtual Patients Into a Self-Care Course

Orr

2007

Am J Pharm Educ

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Objective. To develop, implement, and evaluate the use of virtual patients as a teaching tool for thirdprofessional year PharmD students within an advanced elective self-care course. Design. Practicing community pharmacists, faculty members, and pharmacy residents with alias e-mail accounts served as virtual patients and corresponded on a weekly basis via e-mail with pharmacy students regarding an assortment of fictional health concerns. Self-care inquiries were e-mailed to the students who replied and then forwarded their response to the course coordinator for evaluation and class discussion. At the end of the course, students were asked to assess the value of the learning activity. Assessment. Students demonstrated significant improvement in knowledge, problem-solving, communication, and professional skills upon course completion. Student's assessments of the virtual patient activity have suggested positive feedback on developing self-care skills, patient interactions, and group dynamics. Conclusion. This teaching tool was designed to enhance student's knowledge base, assessment, and counseling skills when interacting with patients in various situations. Instructor evaluation of responses, student feedback, and self-evaluation indicated the activity improved overall knowledge and communication skills.

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“…However, these benefits come with some discomforts to learners (Beckman & Cohen 1994). The previous randomized trial found that both individual and group reviews of videotaped standardized patient encounters were received well by the 4th-year medical students in the United States (Parish et al 2006). However, there was a statistically significant difference in favor of the individual review format.…”

Section: Discussionmentioning

confidence: 99%

Can Japanese students embrace learner-centered methods for teaching medical interviewing skills? Focus groups

et al. 2011

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Background: Students' perceptions of learner-centered methods for teaching medical interviewing skills have not been fully explored. Aim: To explore Japanese students' perceptions of learner-centered methods for teaching medical interviewing skills such as role play with student-created scenarios, peer-assisted video reviews, and student-led small group debriefing. Methods: We conducted three focus groups with a total of 15 students who participated in the learner-centered seminars on medical interviewing skills at the Nagoya University School of Medicine. The transcripts were analyzed by two authors independently. Keywords and concepts were identified and a thematic framework was developed. Results: Overall, students valued the experience of writing their own scenarios for role play, but some questioned their realism. Many students commented that peer-assisted video reviews provided them with more objective perspectives on their performance. However, some students expressed concerns about competitiveness during the video reviews. While students appreciated teachers' minimum involvement in the group debriefing, some criticized that teachers did not explain the objectives of the seminar clearly. Many students had difficulties in exchanging constructive feedback. Conclusion: We were able to gain new insights into positive and negative perceptions of students about learner-centered methods for teaching medical interviewing skills at one medical school in Japan.

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APPLIED RESEARCH: Teaching Clinical Skills Through Videotape Review: A Randomized Trial of Group Versus Individual Reviews

Abstract: Although both group reviews and individual reviews of videotaped standardized patient encounters were received well by the students, there were several statistical differences in favor of the individual format.

Cited by 34 publications

References 11 publications

Nursing students' experiences of being video‐recorded during examination in a fictive emergency care situation

Nursing students' experiences of being video‐recorded during examination in a fictive emergency care situation

Integrating Virtual Patients Into a Self-Care Course

Can Japanese students embrace learner-centered methods for teaching medical interviewing skills? Focus groups

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