Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills?

Abstract

BackgroundIn recent times, medical schools have committed to developing good communication and history taking skills in students. However, there remains an unresolved question as to which constitutes the best educational method. Our study aims to investigate whether the use of videotape recording is superior to verbal feedback alone in the teaching of clinical skills and the role of student self-assessment on history taking and communication skills.MethodsA randomized controlled trial was designed. The study was conducted with 52 of the Dokuz Eylul University Faculty of Medicine second year students. All students' performances of communication and history taking skills were assessed twice. Between these assessments, the study group had received both verbal and visual feedback by watching their video recordings on patient interview; the control group received only verbal feedback from the teacher.ResultsAlthough the self-assessment of the students did not change significantly, assessors' ratings increased significantly for videotaped interviews at the second time.ConclusionsFeedback based on videotaped interviews is superior to the feedback given solely based on the observation of assessors.

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

“…As reported by Ozcakar et al (2009), more time is required for feedback associated with videotaping compared to only verbal feedback. In addition, resources including video equipment, a course management system, and use of class time were all important factors considered when implementing this activity.…”

“…Unlike previous studies involving video-recorded activities (Mort & Hansen, 2010;Ozcakar et al, 2009), this evaluation did not directly compare students' self-assessments to evaluators' assessments. Subsequently, longitudinal assessments throughout the semester were not performed.…”

“…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.…”

An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students

“…When time is limited, short, immediate feedback following by direct observation seems to be the most suitable format (Perron et al, 2016). However, some researchers have indicated that feedback based on audiotaped and/or videotaped reviews is superior to verbal feedback alone in the context of communication skills and clinical reasoning (see e.g., Novack, Dube, & Goldstein, 1992;Perron et al, 2016;Ozcakar et al, 2009). A study from Novack, Dube, and Goldstein (1992) reported that the use of audiotaped and videotaped reviews enhanced the learning experience of students.…”

“…A study from Novack, Dube, and Goldstein (1992) reported that the use of audiotaped and videotaped reviews enhanced the learning experience of students. In terms of discussion of clinical reasoning, communication and history taking skills, videotaped interviews and feedbacks were more useful to improve clinical skills (Perron et al, 2016;Ozcakar et al 2009). We may thus consider introducing videotaped and audio-recording in future research.…”