Fifteen years of a videotape review program for internal medicine and medicine-pediatrics residents

Abstract

The medical interview remains the most valuable component in patient evaluation. In addition to its diagnostic usefulness, it is the foundation upon which the doctor-patient relationship is built. It is essential, therefore, that health care providers be well trained in interviewing. Evidence suggests that having residents conduct videotaped interviews with patients and review the videotapes with faculty is an excellent way to teach interviewing skills. Videotape review has been part of the residency programs in primary care internal medicine and medicine-pediatrics at Wayne State University School of Medicine for 15 years. Throughout the history of the videotape program, the authors have endeavored to make the review process less stressful for residents by ensuring that the reviews are nonthreatening, nonjudgmental, and learner-centered. In this paper, the authors discuss (1) the structure and process of the videotape review program; (2) recurrent themes of the review sessions; (3) residents' perspectives on the process; and (4) potential barriers to a successful videotape review program and suggestions for how to avoid or overcome them.

Seven Years of Teaching Communication With the Patient-Centered Observation Form

“…As cited frequently in the literature, the primary barrier for PCOF implementation was time. 2,3,5,7,12,15 The literature supports our findings of learner anxiety and grade focus over skill focus, 3,9,16,17 along with the need for consistent faculty training 2,8,9,16 as ongoing barriers.…”

Interpersonal Skill in Medicine: The Essential Partner of Verbal Communication

“…55,56 Importantly, if the focus of this exercise is evaluation, there is a tendency to focus on verbal communication skills rather than considering the unique elements of the relational process. 57,58 When video review takes place within a small group of peers and the facilitator emphasizes a noncritical, anthropological perspective (e.g., "Let's just watch two people talking,") it encourages participants to discover the diversity in one another's styles and consider its impact on the patient. Likewise, when faculty facilitators present their own challenging encounters for discussion, it helps to set the stage for students to risk bringing forward their own cases and concerns.…”

First-year medical students’ assessment of their own communication skills: A video-based, open-ended approach

“…Extant literature suggests that the precision of self-assessments varies [19,22,[27][28][29][30]. Given the increased accuracy associated with video review, we used videotaped encounters with simulated patients as the basis for self assessment [24,25,[31][32][33][34][35][36].…”