Televised paediatric consultations: a student evaluation of a multipurpose learning strategy

Wagstaff, L.; Schreier, Avis; Shuenyane, E.; Ahmed, Nazia

doi:10.1111/j.1365-2923.1990.tb02654.x

Cited by 3 publications

(1 citation statement)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fourteen out of these 16 studies reported that video review was a useful learning aid. Many of these studies reported high student satisfaction with video review 61–65. Two studies also reported an improvement in interviewing skills after video review and feedback 33,66.…”

Section: Resultsmentioning

confidence: 99%

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

Hammoud¹,

Morgan²,

Edwards³

et al. 2012

AMEP

View full text Add to dashboard Cite

PurposeTo determine if video review of student performance during patient encounters is an effective tool for medical student learning.MethodsMultiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical) and study design (controlled or non-controlled).ResultsA total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone.ConclusionThere are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback from faculty or other trained individuals for maximum effectiveness. We also recommend additional research in this area.

show abstract

Section: Resultsmentioning

confidence: 99%

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

Hammoud¹,

Morgan²,

Edwards³

et al. 2012

AMEP

View full text Add to dashboard Cite

show abstract

A comparative analysis of student, educator, and simulated parent ratings of video-recorded medical student consultations in pediatrics

Sullivan,

O’Leary,

Boland

et al. 2024

Adv Simul

View full text Add to dashboard Cite

Background Simulation-based education (SBE) affords learners opportunities to develop communication skills, including those related to pediatrics. Feedback is an integral part of SBE, and while much research into feedback from multiple sources exists, the findings are mixed. The aim of this comparative study was to replicate some of this work in a novel area, pediatric medical education, to better understand how multisource feedback (self, educator, and simulated parent) may inform learning and curriculum design. Methods During their pediatric rotation, medical students participated in a consultation with a simulated parent, engaged in video-assisted self-reflection, and received feedback from both an educator and the simulated parent through an e-learning platform. The Pediatric Consultation Skills Assessment Tool (PCAT) was used for self-assessment and educator feedback, and the Consultation and Relational Empathy (CARE) measure was used for simulated parent feedback. Results Our results showed that high-performing students underrated their performance, and low-performing students overrated their performance. Feedback from multiple sources helps to identify both areas of weakness in student performance and areas of weakness in student self-appraisal. Overall, general areas of weakness identified for the learners related to making contingency plans and providing easy-to-understand explanations for simulated parents. Some simulated parent feedback did not align with educator and student ratings, highlighting the value of including the simulated parent perspective. Our findings question whether a third party can reliably judge the simulated parent’s level of understanding. Conclusion Multisource feedback allows students to develop layered insights into their performance and supports self-appraisal. Aggregating feedback through an e-learning platform allows educators to gain greater insights into the strengths and weakness of students and design a more tailored teaching plan to support student needs.

show abstract

Twelve tips for using videotape reviews for feedback on clinical performance

Steinert

1993

Medical Teacher

View full text Add to dashboard Cite

Televised paediatric consultations: a student evaluation of a multipurpose learning strategy

Cited by 3 publications

References 7 publications

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

A comparative analysis of student, educator, and simulated parent ratings of video-recorded medical student consultations in pediatrics

Twelve tips for using videotape reviews for feedback on clinical performance

Contact Info

Product

Resources

About