Training in medical communication competence through video-based e-learning: How effective are video modeling and video reflection?

Schick, Kristina; Reiser, Sabine; Janssen, Laura; Schacht, Laura; Pittroff, Sylvia Irene Donata; Dörfler, Eva; Klein, Evelyn; Roenneberg, Casper; Dinkel, Andreas; Fleischmann, Andreas; Berberat, Pascal O.; Bauer, Johannes; Gartmeier, Martin

doi:10.1016/j.pec.2023.108132

Cited by 3 publications

(4 citation statements)

References 33 publications

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“…Thus, students tend to be able to absorb information better and more effectively. Schick et al (2024) found that animated videos are able to present information in a more dynamic, interactive, and easily understood way by students.…”

Section: Discussionmentioning

confidence: 97%

The Effect of Animated Video Learning on ESI Triage Knowledge and Student Satisfaction of Nursing Polytechnic Health Ministry of Health Makassar

Sudirman,

Kumboyono,

Suryanto

2024

JHS

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Triage at the hospital's Emergency Room (ER) is critical for prioritizing the care of emergency patients. Triage errors can be dangerous and endanger patient safety, so nursing students should have a solid understanding of triage. This study investigates the impact of ESI triage learning media containing PowerPoint and animated films on knowledge, triage decision-making (TDM), and participant satisfaction. The research used a quantitative approach with a Quasi-Experimental pretest-posttest method involving 36 5th semester Diploma Nursing students at the Makassar Ministry of Health Polytechnic. The study was divided into two groups, experimental (animated video learning) and control (PowerPoint learning), to evaluate the effect of treatment on knowledge, triage decision-making, and student satisfaction in ESI triage learning. The results of the data analysis show a significant increase in knowledge about ESI Triage and student satisfaction after the intervention, with significant values of 0.001 and 0.018, respectively (p-value < 0.05). Although there was no significant increase in Triage decision-making abilities between the groups that used animated videos and Microsoft PowerPoint (p = 0.440), the use of animated videos overall increased student responses and satisfaction. MANOVA analysis confirmed that the implementation of animated videos significantly influenced knowledge and satisfaction in students with a p-value <0.05. The use of animated videos increases student knowledge and satisfaction significantly compared to PowerPoint, although it does not affect triage decision-making.

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Section: Discussionmentioning

confidence: 97%

The Effect of Animated Video Learning on ESI Triage Knowledge and Student Satisfaction of Nursing Polytechnic Health Ministry of Health Makassar

Sudirman,

Kumboyono,

Suryanto

2024

JHS

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“…For example, students watched an entire physician–patient consultation in the correct order complemented by explanations. The level of complexity to which learners were exposed was limited, and close guidance was offered [ 41 , 43 ].…”

Section: Methodsmentioning

confidence: 99%

“…In contrast to this teaching approach, we designed another variant with two reflection triggers, which we called video reflection (VR) [ 41 ]. This variant included one interactive video exercise in each module (m), as videos—particularly interactive video exercises—have been described as a promising approach to stimulating written reflection in previous research [ 18 , 44 ].…”

Section: Methodsmentioning

confidence: 99%

“…All three course modules followed the same structure. We designed the variant without reflection triggers based on video modelling (VM) [27,40] using an illustrative example (rule-example approach) [41], which has been proven in previous research to promote factual knowledge [42,43]. This variant focused on explaining good and bad practice videos.…”

Section: Methodsmentioning

confidence: 99%

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Reflect to interact – fostering medical students’ communication through reflection-focused e-learning

Janssen,

Schick,

Neurohr

et al. 2024

BMC Med Educ

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Background Previous research indicates that reflection can foster medical communication competence. However, best practices for embedding reflection in online medical education are missing. This study examined how reflection processes can be promoted and embedded in an e-learning course on physician–patient communication to foster learning. Methods We investigated three differently designed e-learning conditions featuring different proportions of reflection triggers and compared their effects on students’ reflections. We had 114 medical students in their first clinical year complete one of the variants: video modelling (VM, n = 39), video reflection (VR, n = 39), or a variant merging both approaches (VMR, n = 36). Each student wrote a total of nine reflections based on the same guiding questions at three time points embedded in the course. The students’ levels of reflection were measured using an adapted version of the REFLECT rubric (scale 0–18). Results Students of all course variants achieved good levels of reflection beyond the descriptive level at all three time points, with no significant differences between the variants. The mean reflection scores at the end of the course were M = 14.22 for VM (SD = 2.23), M = 13.56 for VR (SD = 2.48), and M = 13.24 for VMR (SD = 2.21). Students who completed VM showed significantly improved levels of reflection over the course, whereas we found no statistically significant development for those in VR or VMR. The reflection scores correlated significantly positively with each other, as did the text lengths of the written reflections. Reflection scores also correlated significantly positively with text length. Conclusions Our study offers a teaching strategy that can foster good levels of reflection, as demonstrated in the three e-learning variants. The developed reflection prompts can be easily embedded in various e-learning environments and enable reflections of good quality, even in settings with limited available teaching time.

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The effect of video training on symptom burden, comfort level, and quality of life in hemodialysis patients: Clustered randomized controlled trial

Taşkin Duman,

Karadakovan

2024

Patient Education and Counseling

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Training in medical communication competence through video-based e-learning: How effective are video modeling and video reflection?

Cited by 3 publications

References 33 publications

The Effect of Animated Video Learning on ESI Triage Knowledge and Student Satisfaction of Nursing Polytechnic Health Ministry of Health Makassar

The Effect of Animated Video Learning on ESI Triage Knowledge and Student Satisfaction of Nursing Polytechnic Health Ministry of Health Makassar

Reflect to interact – fostering medical students’ communication through reflection-focused e-learning

The effect of video training on symptom burden, comfort level, and quality of life in hemodialysis patients: Clustered randomized controlled trial

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