Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery

Kiehl, Christoph; Simmenroth-Nayda, Anne; Goerlich, Yvonne; Entwistle, Andrew; Schiekirka, Sarah; Ghadimi, B. M.; Raupach, Tobias; Koenig, Sarah

doi:10.1016/j.jss.2014.01.048

Cited by 34 publications

(27 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The calculated ICC values considering all raters indicated that there were variations in scoring. It should be noted that although we consider our ICCs as moderate, discrepancies exist across studies for ICC interpretation [5,13,25,26,27,28]. Consistent with our findings, the literature has shown interrater reliability between video and direct scoring to be moderate or higher [3,13,18].…”

Section: Discussionsupporting

confidence: 85%

Direct Observation versus Endoscopic Video Recording-Based Rating with the Objective Structured Assessment of Technical Skills for Training of Laparoscopic Cholecystectomy

Nickel

Hendrie²,

Stock³

et al. 2016

Eur Surg Res

View full text Add to dashboard Cite

Purpose: The validated Objective Structured Assessment of Technical Skills (OSATS) score is used for evaluating laparoscopic surgical performance. It consists of two subscores, a Global Rating Scale (GRS) and a Specific Technical Skills (STS) scale. The OSATS has accepted construct validity for direct observation ratings by experts to discriminate between trainees' levels of experience. Expert time is scarce. Endoscopic video recordings would facilitate assessment with the OSATS. We aimed to compare video OSATS with direct OSATS. Methods: We included 79 participants with different levels of experience [58 medical students, 15 junior residents (novices), and 6 experts]. Performance of a cadaveric porcine laparoscopic cholecystectomy (LC) was evaluated with OSATS by blinded expert raters by direct observation and then as an endoscopic video recording. Operative time was recorded. Results: Direct OSATS rating and video OSATS rating correlated significantly (ρ = 0.33, p = 0.005). Significant construct validity was found for direct OSATS in distinguishing between students or novices and experts. Students and novices were not different in direct OSATS or video OSATS. Mean operative times varied for students (73.4 ± 9.0 min), novices (65.2 ± 22.3 min), and experts (46.8 ± 19.9 min). Internal consistency was high between the GRS and STS subscores for both direct and video OSATS with Cronbach's α of 0.76 and 0.86, respectively. Video OSATS and operative time in combination was a better predictor of direct OSATS than each single parameter. Conclusion: Direct OSATS rating was better than endoscopic video rating for differentiating between students or novices and experts for LC and should remain the standard approach for the discrimination of experience levels. However, in the absence of experts for direct rating, video OSATS supplemented with operative time should be used instead of single parameters for predicting direct OSATS scores.

show abstract

Section: Discussionsupporting

confidence: 85%

Direct Observation versus Endoscopic Video Recording-Based Rating with the Objective Structured Assessment of Technical Skills for Training of Laparoscopic Cholecystectomy

Nickel

Hendrie²,

Stock³

et al. 2016

Eur Surg Res

View full text Add to dashboard Cite

show abstract

“…Two independent and “blinded” evaluators (a senior medical student and a physician in internship who used this analysis as his doctoral thesis) were recruited and extensively trained individually and as a group, and repeatedly supervised by a multidisciplinary expert panel to rate the videotaped performances [17] using a rating check list. Evaluators were provided with a detailed evaluator’s manual based on criteria of an expert panel of medical practitioners and smoking researchers used in Swiss smoking cessation courses, including a questionnaire assessing whether the student, in the role of a counsellor, covers the most important points of smoking cessation.…”

Section: Methodsmentioning

confidence: 99%

Outcome of a four-hour smoking cessation counselling workshop for medical students

Purkabiri¹,

Steppacher²,

Bernardy³

et al. 2016

Tob. Induced Dis.

Self Cite

View full text Add to dashboard Cite

BackgroundLack of smoking cessation education in undergraduate medical training hinders healthcare professionals in providing adequate tobacco cessation counselling.We developed a comprehensive 4-h smoking cessation counselling course for medical students that is easy to incorporate in a medical school curriculum, and assessed its short-term outcome for knowledge, skills, and attitudes.MethodsEighty-eight medical students (53f, 35 m) were educated by a doctoral student in five identical 4-h courses. A 45-min theoretical introduction was followed by patient-physician role-playing by student pairs. Knowledge, skills, and attitude were assessed before and 4 weeks after the course by questionnaires, and by blinded analysis of pre- and post-course videos of a five-minute standardized patient situation.ResultsKnowledge: Before the course 10.6 (mean, SD: 2.7) questions out of 29 were answered correctly, and increased to 19.2 (3.6) after the course (p < 0.0005). Major features of the students’ counselling skills improved. Significant and highly relevant attitude changes reflected increased motivation to counselling smokers.ConclusionImplementing a four-hour smoking intervention workshop into a medical curriculum was highly effective in improving students’ knowledge, skills and attitudes towards smoking counselling, as well as providing them with additional clinical competencies.Electronic supplementary materialThe online version of this article (doi:10.1186/s12971-016-0103-x) contains supplementary material, which is available to authorized users.

show abstract

“…Therefore, oral test parts are video-recorded in the SAM-test. This method of testing and performance evaluation, called VOSCE (Video-Recorded Objective Structured Clinical Examination), has successfully proven to be a feasible, reliable and valid method to assess communication ability in other medical contexts [21], [22], [23]. Since storing and accessing recorded test data can be problematic in view of strict data protection and privacy laws, a special software program was developed.…”

Section: Project Description and Methodologymentioning

confidence: 99%

Language Matters: Development of an Objective Structured Language Test for Foreign Physicians – Results of a Pilot Study in Germany

Lenz¹,

Opitz²,

Huber³

et al. 2019

GMS Journal for Medical Education; 36(1):Doc2

View full text Add to dashboard Cite

Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery

Cited by 34 publications

References 22 publications

Direct Observation versus Endoscopic Video Recording-Based Rating with the Objective Structured Assessment of Technical Skills for Training of Laparoscopic Cholecystectomy

Direct Observation versus Endoscopic Video Recording-Based Rating with the Objective Structured Assessment of Technical Skills for Training of Laparoscopic Cholecystectomy

Outcome of a four-hour smoking cessation counselling workshop for medical students

Language Matters: Development of an Objective Structured Language Test for Foreign Physicians – Results of a Pilot Study in Germany

Contact Info

Product

Resources

About