Demonstrating the effectiveness of videotape feedback for teaching interviewing skills: A multiple‐baseline, single‐participant experimental design

Bryson-Brockmann, William A.; Fischbein, David

doi:10.1080/10401339509539732

Cited by 11 publications

(5 citation statements)

References 21 publications

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“…1978; Irwin & Bamber 1984; Irwin et al . 1989; Bryson‐Brockmann & Fischbein 1995). Therefore, video recording, a widely used technique for teaching clinical skills, was introduced for the first time for the Junior Paediatric Clerkship at the Medical Faculty of United Arab Emirates University.…”

Section: Introductionmentioning

confidence: 99%

Video recording feedback: a feasible and effective approach to teaching history‐taking and physical examination skills in undergraduate paediatric medicine

et al. 1998

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Medical educators have always recognized the need to teach and train medical graduates and undergraduates the skills of conducting a consultation. Several authors have established the efficacy of using constructive feedback on videotape of each student's interaction with a patient to teach and enhance such skills. This study reports 'students' perceptions' of the feedback process used in the Junior Paediatric Clerkship at the Faculty of Medicine of the United Arab Emirates University. An unexpected 73% of the respondents believed that self-observation influenced development of their clinical skills. More than 80% said that the feedback from instructors and peers helped them to improve their clinical skills, but they would have liked to have more than one of their consultations recorded and reviewed. It was found that 75% of the students felt that self-critique of their performance made them aware of their strengths and weaknesses and their skills in analysing and evaluating consultations had been enhanced. It was found from Kruskal Wallis one-way ANOVA that the students' professional attitude, empathy, and warmth towards the patients differed highly significantly (P = 0.0062, 0.0089, 0.0007, respectively) from self-assurance, self-confidence and competence. They were also deficient in certain areas of history-taking, interviewing skills, and physical examination techniques and perceived they needed more training in order to be proficient.

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Section: Introductionmentioning

confidence: 99%

Video recording feedback: a feasible and effective approach to teaching history‐taking and physical examination skills in undergraduate paediatric medicine

et al. 1998

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“…Various teaching approaches include applying problem-based curricula, observation, and role-playing; using both simulated patients and actual patients in clinical contexts; and offering students real-world interactive-learning experiences (Aspegren, 1999; Benbassat & Baumal, 2009; Lumman-Sellenthin, 2012; Taylor & Berren, 1974). The primary functions of these courses are to train physicians to be more empathetic and help them relate to a patient (Jackson & Black, 2011; Zamani et al, 2006), which can lead to improved patient care (Aspegren, 1999; Bryson-Brockmann & Fishbein, 1995). Although it is a role tertiary to the practice of medicine, many medical schools build entire courses into their curriculum dedicated to patient interviewing.…”

Section: Pedagogical Approaches To Teaching Interviewingmentioning

confidence: 99%

The Pedagogical Approaches to Teaching Journalistic Interviewing Competencies

2020

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Teachers shape how aspiring journalists collect and evaluate information. The primary method journalists employ to gather this information is through the interviewing method. However, research has yet to be conducted on how this important competency is taught in university settings. This study sought to identify the instructional approaches used by print and broadcast journalism educators through qualitative interviews. The results revealed that a variety of exercises and pedagogical approaches (i.e., observation, simulation, direct experience, and reinforcement) are employed by educators to teach students the complexities of the interviewing process. We also highlighted classroom exercises, identified challenges, and shared teaching strategies concerning the teaching of both broadcast and print journalistic interviewing.

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“…Most medical school faculty members have not been formally trained in communication skills and, while many are naturally good communicators, they often have difficulty identifying and teaching communication techniques without a structured curriculum. There is, moreover, a growing body of empirical knowledge available in the literature about the importance of effective communication in medicine (Levinson 1994;Simpson et al, 1991;Stewart, 1995) and about ways to improve and evaluate doctors' communication skills (Bryson-Brockmann and Fischbein, 1995;Eaton and Cottrell, 1999). The AAMC stated in its 1999 report, "…the apprenticeship model and a conception of com-ing clinical experience for students in the early years of medical school.…”

Section: Skills Training and Competency Evaluation Interviewing Skillsmentioning

confidence: 99%

Preparing Einstein Students to Practice in Twenty-first Century Medicine

Coupey

McEvoy

Myers

et al. 2016

EJBM

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The current trend in medical education is to introduce clinical teaching early in the medical school curriculum to help students understand the relevance of the basic sciences to clinical practice. The Introduction to Clinical Medicine (ICM) Program for students in the first two years at the Albert Einstein College of Medicine (AECOM) is comprised of three, required, integrated courses providing skills training in both medical interviewing and physical examination, training in diagnostic reasoning skills, and opportunities to discuss broad themes in medicine and the doctor-patient relationship. Competency evaluation of students’ clinical skills is an essential part of the ICM Program. Innovative strategies for weaving themes related to cultural competency have been incorporated into the ICM program to address the wide spectrum of cultural issues affecting medical care and the doctor/patient relationship, including diversity, spirituality, complementary and alternative medical practices, and end-of-life care. A total of 300 medical school faculty members teach in the various ICM courses. Much effort goes into keeping the faculty current, happy, and rewarded for their dedication and hard work in teaching the students. The ICM Program continues to strive for excellence as we prepare AECOM students to face the demands of medical practice in the twenty-first century

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Demonstrating the effectiveness of videotape feedback for teaching interviewing skills: A multiple‐baseline, single‐participant experimental design

Cited by 11 publications

References 21 publications

Video recording feedback: a feasible and effective approach to teaching history‐taking and physical examination skills in undergraduate paediatric medicine

Video recording feedback: a feasible and effective approach to teaching history‐taking and physical examination skills in undergraduate paediatric medicine

The Pedagogical Approaches to Teaching Journalistic Interviewing Competencies

Preparing Einstein Students to Practice in Twenty-first Century Medicine

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