Authors: M Ruesseler J Sterz B Bender S Hoefer F Walcher
Publish Date: 2016/10/11
Volume: 43, Issue: 4, Pages: 461-466
Abstract
Feedback can significantly improve future performance Reviewing one’s performance by video is discussed as useful adjunct to debriefing particularly for nontechnical 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 videoassisted feedback versus oral feedback in communicative competencies in the surgical contextFourthyear medical students completed a 210min training unit of ‘taking patient’s history and obtaining informed consents prior to surgery’ using role plays Oral feedback was received directly thereafter using agendaled outcomebased guidelines ALOBA In the study group the role plays were videotaped and reviewed thereafter Afterwards students completed two OSCE stations where they were assessed regarding their communicative competencies and the content of the clinical scenarioOnehundred students 49 receiving videoassisted feedback 51 oral participated in the study Those receiving videoassisted feedback performed significantly better in overall score in both OSCE stations p 0001 in all five assessed communicative competencies at taking patient history p = 0029 or better and in 2 of 5 items at obtaining informed consent p = 0008 0001 The educational effect size for both tasks was large
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