Using standardized video cases for assessment of medical communication skills

Hulsman, Robert L.; Mollema, Eline D.; Oort, Frans J.; Hoos, A. M.; Haes, J.C.J.M. de

doi:10.1016/j.pec.2004.11.010

Cited by 27 publications

(6 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second was instances where video scenarios were presented, followed by questions, answered orally or written, that did not strictly involve performing a physical examination, history or another clinical skill. For the purpose of this review, the first sub-category will be termed video objective structured clinical examination (VOSCE) and the second sub-category will be termed objective structured video examination (OSVE), as is cited in some of the articles involved (Hulsman, Mollema, Hoos, de Haes, & Donnison-Speijer, 2004;Hulsman, Mollema, Oort, Hoos, & de Haes, 2006;Watson, Stevenson, & Hawkins, 2016). In total, two articles were found to report on VOSCEs.…”

Section: Use Of Video As a Component Of The Oscementioning

confidence: 99%

“…The remaining seven articles within Category B, as well as the study by Walters et al (2005), demonstrated and analysed the use of OSVEs. Hulsman et al (2004) and Hulsman et al (2006) conducted studies of OSVEs. In both cases, they featured short video scenarios followed by short-essay questions.…”

Section: Use Of Video As a Component Of The Oscementioning

confidence: 99%

“…Six articles were identified that assessed and reported on the effectiveness of VOSCE or OSVE via statistical comparison of the VOSCE/OSVE (Hulsman et al, 2006;Humphris & Kaney, 2000;Malloy, 2002;McWilliam, Davidson, & Pugh, 2009;Sulaiman & Hamdy, 2013;Walters et al, 2005). Out of these six studies, one did not directly address the OSVE (Malloy, 2002); one did not compare results to other sources (McWilliam et al, 2009); one compared student results to consultant attachment grades (Walters et al, 2005); one analysed reliability of assessment only within the scope of the OSVE (Hulsman et al, 2006); and finally, two studies compared student performance in the OSVE with other assessment methods (Humphris & Kaney, 2000;Sulaiman & Hamdy, 2013).…”

Section: Evaluation Of Vosces and Osves Via Statistical Comparisonmentioning

confidence: 99%

See 2 more Smart Citations

Videos in the medical student objective structured clinical examination: A systematic review

Pham

Pistorius

Bacchi³

et al. 2019

FoHPE

View full text Add to dashboard Cite

Introduction:The use of video in objective structured clinical examinations (OSCEs) may serve as a means of facilitating assessment, as a component of the exam itself or utilised as a tool in other ways. The aim of this review was to summarise the evidence currently supporting the uses of video in relation to the OSCE process.Methods: A systematic search of Pubmed, Medline, EMBASE, Scopus and PsychInfo was conducted on 12 April 2017 using the subject heading "(OSCE OR objective structured clinical examination) AND (video OR recording)". To be deemed eligible, the paper had to be a primary research paper, involve the analysis of OSCEs conducted for medical students and involve the use of video technology.Results: Thirty-six articles met eligibility criteria. Twenty-four investigated the use of video within OSCEs as a means of facilitating the exam, nine detailed cases where video was integrated as a part of an OSCE and three utilised videos in some other way. Of those that investigated the use of video as a means of facilitation, only one compared the use of video to traditional in-room examiners. Other articles in this category demonstrated good inter-rater reliability between different assessors marking via video. Conclusion:There is currently limited evidence regarding the usefulness and educational benefit of introducing video into the assessment of clinical skills, and minimal research evaluating the use of video compared to traditional live examiners as a means of facilitating the assessment of students currently exists. Preliminary results demonstrated reasonably high inter-rater reliability. This should be a topic of future research.

show abstract

Section: Use Of Video As a Component Of The Oscementioning

confidence: 99%

Section: Use Of Video As a Component Of The Oscementioning

confidence: 99%

Section: Evaluation Of Vosces and Osves Via Statistical Comparisonmentioning

confidence: 99%

See 1 more Smart Citation

Videos in the medical student objective structured clinical examination: A systematic review

Pham

Pistorius

Bacchi³

et al. 2019

FoHPE

View full text Add to dashboard Cite

show abstract

“…Although the creation and video-recording of simulations is time-consuming and requires the services of experts, this method allows performance variations to be attributed to the learning of students rather than the characteristics of cases [28]. This approach has previously been adopted in the training of nursing students, although evaluations have required the participation of experts [29] or the employment of subjective self-evaluation questionnaires [30].…”

Section: Discussionmentioning

confidence: 99%

Design and Validation of an Instrument to Evaluate the Learning Acquired by Nursing Students from a Brief Tobacco Intervention (BTI-St©)

Ramos-Morcillo

Costa

García-Moral³

et al. 2019

IJERPH

View full text Add to dashboard Cite

The aim of this study was to design and validate an instrument, based on the WHO 5As+5Rs model, to test the acquisition by nursing students of a brief tobacco intervention (BTI) learning. A validation design of an instrument following the criterion referenced tests model using videos of simulated BTIs in the primary care setting was carried out. The study included 11 experts in smoking prevention/care and 260 second-year nursing students. The study was in two stages: (1) selection and recording of clinical simulations (settings), and (2) test construction. Content was validated by applying the Delphi consensus technique and calculating the Content Validity Ratio (CVR) and Content Validity Index (CVI). A pilot test was conducted for item analysis. Reliability was evaluated as internal consistency (Kuder-Richardson [KR-20]) and test-retest temporal stability (intraclass correlation coefficient [ICC]). Three simulation settings were recorded. An instrument (BTI-St®) was developed with 23 items for dichotomous (yes/no) response. CVR was >70% for all items, KR-20 of 0.81–0.88, and ICC between 0.68 and0.73 (p < 0.0001). The BTI-St® is a robust and reliable instrument that is easily and rapidly applied. It follows the WHO 5As+5Rs model and offers objective criterion-referenced evaluation of BTI learning in nursing students.

show abstract

“…Similar results were found by Botezatu et al [29], who used virtual patient simulation for both education and assessment. In the context of communication training in the third year of an undergraduate medical curriculum, Hulsman et al [30] found that short questions about standardized video-cases concerning history taking, breaking bad news and decision making could ground reliable and discriminating scoring. Also in the domain of communication skills, Mazor et al [31] showed that video-vignettes could provide good generalizability estimates.…”

Section: Introductionmentioning

confidence: 99%

Using video-cases to assess student reflection: Development and validation of an instrument

et al. 2012

View full text Add to dashboard Cite

BackgroundReflection is a meta-cognitive process, characterized by: 1. Awareness of self and the situation; 2. Critical analysis and understanding of both self and the situation; 3. Development of new perspectives to inform future actions. Assessors can only access reflections indirectly through learners’ verbal and/or written expressions. Being privy to the situation that triggered reflection could place reflective materials into context. Video-cases make that possible and, coupled with a scoring rubric, offer a reliable way of assessing reflection.MethodsFourth and fifth year undergraduate medical students were shown two interactive video-cases and asked to reflect on this experience, guided by six standard questions. The quality of students’ reflections were scored using a specially developed Student Assessment of Reflection Scoring rubric (StARS®). Reflection scores were analyzed concerning interrater reliability and ability to discriminate between students. Further, the intra-rater reliability and case specificity were estimated by means of a generalizability study with rating and case scenario as facets.ResultsReflection scores of 270 students ranged widely and interrater reliability was acceptable (Krippendorff’s alpha = 0.88). The generalizability study suggested 3 or 4 cases were needed to obtain reliable ratings from 4th year students and ≥ 6 cases from 5th year students.ConclusionUse of StARS® to assess student reflections triggered by standardized video-cases had acceptable discriminative ability and reliability. We offer this practical method for assessing reflection summatively, and providing formative feedback in training situations.

show abstract

Using standardized video cases for assessment of medical communication skills

Cited by 27 publications

References 22 publications

Videos in the medical student objective structured clinical examination: A systematic review

Videos in the medical student objective structured clinical examination: A systematic review

Design and Validation of an Instrument to Evaluate the Learning Acquired by Nursing Students from a Brief Tobacco Intervention (BTI-St©)

Using video-cases to assess student reflection: Development and validation of an instrument

Contact Info

Product

Resources

About