Effect of a Remote Facilitator on Small-Group Problem Solving: Potential Uses of Two-Way Video Technology in Decentralized Medical Education

Abstract

Background: As more of medical education becomes decentralized to off-campus sites, the ability of campus faculty to monitor the development of student problemsolving skills becomes more limited. Purpose: This study addressed the acceptability of providing a remote facilitator by telephone or full-motion interactive video, as well as measuring the effect on group process in each of the three facilitator arrangements. Methods: Three groups of clerkship students were facilitated first on site, then by interactive video, then by telephone only. Results: Both off-site methods proved acceptable, but students felt that they increased their content knowledge more in on-site and video sessions. There were no differences in group interactions. In the on-site and telephone groups, the facilitators tended to be the predominantquestioners; in the video group, the students asked more questions of the facilitator. Conclusions: In the sequence used, interactive video technologyhad the same or more positive effects on measured variables when compared to an on-site facilitator.

Self-efficacy outcomes of people with brain injury in cognitive skill training using different types of trainer–trainee interaction

“…Similar to previous studies, this study found similar training effects between the online and face-to-face problem-solving training strategies [37][38][39][40][41]. However, that the face-to-face therapist-administered programme (TCR) enhanced the self-efficacy of the subjects could be attributed to its 'direct' and 'regular' in-person performance feedback.…”

“…An on-site instructor provides more positive communication and immediate feedback on their performance and more content or individually specific knowledge [37,42]. From this perspective, it would be worthwhile to further investigate the empirical relationship between the quantity and quality of human interactions and the processes and outcomes of training in cognitive skills [38,40].…”

Virtually present: The perceived impact of remote facilitation on small group learning

“…As such, our study adds to the new wave of evidence on the role that free and accessible communication technologies can play in reducing the reliance on facilitator-initiated technology from a central institution. In one other study involving remote facilitation, Crump et al (1998) introduced a hybrid approach in which the group started with face-to-face facilitation followed by videoconferencing with a remote facilitator for the second session and then voice-only remote facilitation for the third session. Crump et al explained that the face-to-face introduction seemed to support the acceptability of the audioonly third session.…”

“…The one exception in the literature is a study by Crump et al (1998) who assessed a hybrid model of small group learning. In this approach, medical students first participated in a face-to-face small group session with a…”

Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education

“…An encouraging take-away from the course directors' experiences is that a course with active and interactive learning sessions can be successfully adapted for distance learning without harm to the learning experience [7,10], as has been previously demonstrated for different medical education settings, including didactic lectures among urology residents [11] and facilitation of family medicine clerkship problem-based learning small group sessions [12]. One previous report has suggested that certain students may learn more in the distance learning environment [13].…”