The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training
- 11 October 2016
- journal article
- research article
- Published by Springer Science and Business Media LLC in European Journal of Trauma and Emergency Surgery
- Vol. 43 (4), 461-466
- https://doi.org/10.1007/s00068-016-0734-x
Abstract
Purpose Feedback can significantly improve future performance. Reviewing one’s performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context. Methods Fourth-year medical students completed a 210-min training unit of ‘taking patient’s history and obtaining informed consents prior to surgery’ using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario. Results One-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations (p < 0.001), in all five assessed communicative competencies at taking patient history (p = 0.029 or better), and in 2 of 5 items at obtaining informed consent (p = 0.008, <0.001). The educational effect size for both tasks was large. Conclusion Using our methodology, video-assisted feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context.Keywords
Funding Information
- German Federal Ministry of Education and Research (01PL12038A)
This publication has 30 references indexed in Scilit:
- The Effectiveness of Video-Assisted Debriefing Versus Oral Debriefing Alone at Improving Neonatal Resuscitation PerformanceSimulation in healthcare : journal of the Society for Simulation in Healthcare, 2012
- Research Regarding Debriefing as Part of the Learning ProcessSimulation in healthcare : journal of the Society for Simulation in Healthcare, 2011
- Training praktischer Fertigkeiten in der Chirurgie – Ein Ausbildungskonzept für StudierendeZentralblatt für Chirurgie - Zeitschrift für Allgemeine, Viszeral-, Thorax- und Gefäßchirurgie, 2010
- Current trends in communication skills training in UK schools of medicineMedical Teacher, 2010
- UK consensus statement on the content of communication curricula in undergraduate medical educationMedical Education, 2008
- Development and Pilot Testing of an OSCE for Difficult Conversations in Surgical Intensive CareJournal of Surgical Education, 2007
- Value of Debriefing during Simulated Crisis ManagementAnesthesiology, 2006
- Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic reviewMedical Teacher, 2005
- Validity and the OSCEMedical Teacher, 2003
- Teaching and learning in ambulatory care settingsAcademic Medicine, 1995