Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study

Nilsen, Stein; Bærheim, Anders

doi:10.1186/1472-6920-5-28

Cited by 74 publications

(70 citation statements)

References 13 publications

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“…Consistent with previous studies (Del Mar & Isaacs, 1992;Nilsen & Baerheim, 2005;Yoo et al, 2009), a majority of students agreed that the self-assessment exercise was beneficial in the development of their communication skills.…”

Section: Discussionsupporting

confidence: 73%

“…Underestimations of eye contact may have been related to perceived nervousness or referring to the prescription blank for counseling information. Several studies have described the varying degrees of anxiety that are associated with the anticipation of being video-recorded during simulated patient interactions (Del Mar & Isaacs, 1992;Lindon-Morris & Laidlaw, 2014;Nilsen & Baerheim, 2005). Del Mar and Isaacs (1992) reported that approximately 25% of students whose consultation skills were video-recorded felt intimidated by the camera.…”

Section: Discussionmentioning

confidence: 99%

“…Various studies have evaluated the use of video review in the self-assessment of clinical and/or communication skills (Del Mar & Isaacs, 1992;Hays, 1990;Hu, Tiemann, & Brunt, 2013;Nilsen & Baerheim, 2005;Ozcakar et al, 2009;Zick, Granieri, & Makoul, 2007). In addition, videotaping of student performance in the healthcare professions has been evaluated as a tool to improve the quality of self-assessments.…”

Section: Introductionmentioning

confidence: 99%

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Video Review in Self-Assessment of Pharmacy Students’ Communication Skills

Volino¹,

Das²

2014

JEL

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The objectives of this study were to develop a student self-assessment activity of a video-recorded counseling session and evaluate its impact on student self-perceptions of specific communication skills. This activity was incorporated into a core-communications course within the third professional year of a Doctor of Pharmacy curriculum. Student counseling sessions were video-recorded and released to students for self-assessment review. After watching their recorded counseling sessions, students completed an eight-question, paper-based survey which evaluated the impact of self-assessment on communication skill perceptions. Most students (95.6%) agreed or strongly agreed that their self-assessment process was valuable in developing their communication skills. The greatest change in assessment was associated with the use of eye contact (49.5%). Approximately 40% of students noted changes in perceptions for appropriate rate of speech (42.1%), voice volume (39.8%), and facial expressions (37.2%). Overall, self-assessment of video-recorded counseling sessions impacted students' perceptions of both verbal and non-verbal communication skills.

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Section: Discussionsupporting

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Video Review in Self-Assessment of Pharmacy Students’ Communication Skills

Volino¹,

Das²

2014

JEL

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“…Several students reported feeling nervous at the thought of their performance being recorded and evaluated. However, as predicted by Nilsen and Baerheim (2005), initial anxiety was overtaken by increased comfort with the process used to debrief and facilitate the discussion. We discuss in the recommendations below how feelings of anxiety experienced by student coaches were mitigated using a variety of instructional strategies.…”

Section: Reflections On the 360° Review Processmentioning

confidence: 96%

“…Likewise, Roter and colleagues (2004) found in their study of communication training of medical residents that instant video feedback following a role play enabled greater learning and predicted significantly improved levels of empathy, reduced verbal dominance and use of open questions. A later investigation using focus group methodology by Nilsen and Baerheim (2005) showed medical students grew in self-esteem and confidence following video feedback after simulated consultations, despite their apprehension about the video feedback process at the beginning of their course of study.…”

Section: Video Replay Feedback Sessionmentioning

confidence: 99%

Developing Undergraduate Use of OARS: Skill Building for Senior Year Kinesiology Students

Coumbe-Lilley

Weidner

2015

MITRIP

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This article discusses course development, teaching, instructional methods and skills acquisition in motivational interviewing (MI) for kinesiology students completing a health coaching course in their senior year of undergraduate studies. The paper outlines how students 1) conducted a brief MI session, 2) applied open questions, affirmations, reflections and summaries (OARS) during a brief MI session and 3) identified the use and quality of OARS through the use of a range of learner centered practices (Weimer, 2002) including multi source feedback opportunities and approaches based on Kolb's (1984) experiential learning cycle. The authors provide ten recommendations for educators and trainers to help them develop their practice in the teaching, learning and assessment of MI in undergraduate students or new-to-MI learners. In 2013 the Department of Kinesiology and Nutrition at the University of Illinois at Chicago introduced a health coaching course for undergraduate students completing their last year of the Bachelors of Science degree in kinesiology. The majority of kinesiology students desire to work with people in fitness, health and sports contexts after completing their Bachelors of Science degree. Also, many students pursue further education in a range of health and medical careers like occupational therapy, nursing, physical therapy, dietetics, general medical practitioner, exercise physiologist and the like. The central component of this course was the teaching of the MI curriculum outlined in Miller and Rollnick (2013) listed on page 324. We used this section to guide our work to ensure students developed comfort, skill and effective OARS skills. We chose this focus because evidence indicated these foundational skills were critical for senior undergraduate learning and application prior to their graduation into the workforce, graduate school or other endeavors in related kinesiology fields (Miller & Rollnick, 2013;Rollnick, Butler, Kinnersley, Gregory & Mash, 2010; Resnicow, Dilorio, Soet, Borrelli, Hecht & Ernst, 2002;Brodie & Inoue, 2005; Antiss, 2009;Lundahl, Kunz, Brownell, Tollefson & Burke, 2010).In the following sections we discuss evidence for the inclusion and teaching of MI for students in kinesiology related fields based on studies conducted at community, four year and graduate school levels of higher education. These studies focused on training of medical professionals using a variety of methods consistent with the approach described in this paper. Several studies in the field of dentistry have examined the training and uptake of MI, as well as its applications. A randomized pilot trial using standardized patient method conducted by Koerber, Crawford and O'Connell (2003) demonstrated improvement of Brief Motivational Interviewing (BMI) applications by dental students exposed and trained in MI processes (engaging, focusing, evoking and planning) and counseling skills including the use of open questions, affirmations, reflections and summaries (OARS) versus those that were not. A late...

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Using Video Feedback to Improve Martial Arts Performance

BenitezSantiago

Miltenberger

2015

Behavioral Interventions

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This study used video feedback to enhance the martial arts performance of capoeira, an Afro‐Brazilian martial art that utilizes acrobatic movements (revesado, au de costa, and macaco). A multiple baseline across behaviors was used for five participants where baseline conditions consisted of standard coaching. The intervention consisted of video feedback, in which the participants were filmed attempting a movement and immediately viewed the video afterwards, while receiving positive and corrective feedback from the instructor. The target behaviors were scored on a 15‐item checklist, resulting in a percentage correct. A second video feedback condition similar to the first was also introduced to some participants, in which participants practiced the movements with live feedback before being filmed again. Results show that the video feedback conditions increased performance over baseline in most cases. Copyright © 2015 John Wiley & Sons, Ltd.

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Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study

Cited by 74 publications

References 13 publications

Video Review in Self-Assessment of Pharmacy Students’ Communication Skills

Video Review in Self-Assessment of Pharmacy Students’ Communication Skills

Developing Undergraduate Use of OARS: Skill Building for Senior Year Kinesiology Students

Using Video Feedback to Improve Martial Arts Performance

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