Videotapes in psychiatry: their use in teaching observation techniques

Sturgeon, David

doi:10.1111/j.1365-2923.1979.tb01442.x

Cited by 15 publications

(6 citation statements)

References 5 publications

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“…Thus, these findings replicate work using the BPRS in a similar manner with medical students at a different Australian University (Goldney et al 1983), and extend it by demonstrating no correlation between the rating scale for history‐taking interview and final examination scores. They are also similar to the British work of Sturgeon (1979), who, on the basis of medical students rating various aspects of mental state on a seven‐point scale and comparing these ratings to those of teachers, reported an ‘absence of correlation between a student's ability to pass a written examination and his clinical ability to make accurate observations’. Furthermore, they are analogous to the report of Orleans et al (1980), who in assessing psychiatric clerkship in an American medical school observed that National Board of Medical Examiners’ performance was not related to any of the 11 clinical ratings delineated, ‘indicating that the cognitive outcomes it (the exam) taps are fairly independent of the perceived skill, attitudinal, and affective outcomes tapped by other measures’.…”

Section: Discussionsupporting

confidence: 75%

“…This latter comment appears to be particularly pertinent in the area of defining the skills which should be assessed in undergraduate teaching of psychiatry. Thus, several recent publications have, perhaps unexpectedly, demonstrated no correlation between the ability to delineate accurately psychopathology and other measures of psychiatric academic achievement (Sturgeon 1979; Orleans et al . 1980; Goldney et al .…”

Section: Introductionmentioning

confidence: 99%

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Assessment in undergraduate psychiatric education

Goldney¹,

McFarlane²

1986

Medical Education

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An assessment of medical students' psychiatric performance demonstrated no association between the ability to rate psychopathology or to observe interview behaviour and traditional written methods of academic achievement. This is in accordance with those few studies which have addressed this issue and indicates that there may well be at least three independent skills involved in clinical decision-making: the ability to engage in interpersonal interaction and elicit information; and the ability to acquire and use academic knowledge. This is consistent with work suggesting that maturational and learning processes influence clinical reasoning, and demonstrates that each component should be addressed in assessing students in psychiatry.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Assessment in undergraduate psychiatric education

Goldney¹,

McFarlane²

1986

Medical Education

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“…the co‐ordination of abdominal palpation with respiration. The use of a videotape as a teaching medium has many other advantages (Vaughan & Marks, 1976; Moss & McLachlan, 1976; Sturgeon, 1979).…”

Section: Discussionmentioning

confidence: 99%

Videotape demonstration of physical examination: evaluation of its use in medical undergraduate teaching

1982

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A videotape demonstration of the physical examination of the alimentary system was used, in place of a traditional lecture, in the first week of a teaching programme for half of a group of commencing, clinical students. At the end of the week, these students obtained higher scores than the matched controls in a clinical assessment which utilized an objective scoring-chart especially for this study.

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“…Vários autores relatam que programas específicos para o ensino dessas habilidades aperfeiçoam o aprendizado do aluno e devem ser incorporados ao ensino de atendimento em ambulatório Sanson e Poole., 1978;Sturgeon, 1979;Irwin et al, 1984;Gask et al, 1987;Gask et al, 1988;Smith et al, 1998;Cooper e Hassal, 2002;Fallowfield et al, 2002;Mukohara et al, 2004;Zick et al, 2007 No entanto, frequentemente os médicos residentes apenas preenchem de forma sistemática a ficha de anamnese, aparentemente sem notarem se os pais transmitem ou não preocupação na resposta à pergunta formulada.…”

Section: Categorias Geraisunclassified

“…Dessa forma foi introduzida, a partir de 2008, a gravação em áudio e vídeo da consulta seguida de feedback como procedimento para propiciar que o residente identifique as suas necessidades de aprendizagem, motivá-lo para a reflexão e, posteriormente, para a aquisição de novas habilidades que permitam a ele superar as necessidades iniciais (Sturgeon et al, 1979;Irwinet al, 1984;Maguire et al, 1986;Gask et al, 1987;Gask et al, 1988;Paul S., 1998;Knowles et al, 2001;Smith et al, 2002;Cooper et al, 2002;Mukohara et al, 2004;Smith et al, 2004;Nilsen et al, 2005;Henderson et al, 2005;Howells et al, 2006;Prins et al, 2006;Pendleton et al, 2006;Amaral et al, 2007;Amaral et al, 2007;Zick et al, 2007).…”

Section: Discussões Recentes a Respeito De Mudanças Curriculares Em Uunclassified

Ensino do residente de pediatria em um ambulatório geral: análise da consulta

Ballester¹

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Descritores: assistência centrada no paciente, gravação de videotape, entrevista, comunicação, relação médico-paciente, educação médica, criança Several authors report that the outcome of the medical consultation is associated with better results when based on patient-centered model among which stands out the inclusion of the patient's perspective. The aim of this study was to examine whether the teaching model adopted in the -Ambulatório Geral de Pediatria‖ (AGEP), a general Pediatric outpatient clinic, capacitates, after one year, the resident of pediatrics to conduct a consultation which includes the parents' perspective. The AGEP is a secondary health care facility located at the University Hospital of the University of São Paulo (USP), Brazil, and offers a course for the first year of the residency program of the Department of Pediatrics of the School of Medicine of USP. This clinic aims to teach a form of extended care, not focused on the disease. In 2007, 10 residents were selected to be videotaped while performing a consultation at the beginning and at the end of the course. The data was analyzed through qualitative methodology by exploratory technique involving three judges independently. Using as reference the patient-centered care, general categories were elaborated: (1) Understanding of the parents' main complaints, (2) Understanding of other complaints and (3) Sharing decision-making. The residents had an average age of 26 years-old, graduated from different colleges in the country and referred outpatient training only for short periods. As a result it was observed that in category (1), the majority of residents explore precipitously the first parents' complaint. At the end of the course some residents, although insufficiently, include in the anamneses the parents concerns involved with the complaint. In Category (2), few residents actively explore other complaints and the parents' agenda was neglected. In category (3), residents maintained throughout the course a non-shared decision-making practice. The observation of consultations enabled the development of empirical categories: (a) interaction with the child, (b) explanation of the anamnese guide, (c) use of the records as the main source of information, (d) moments of silence during the consultation, (e) lack of explanation of the procedures of the physical examination. Among which, the interaction with the child was the most significant and it was found that most residents establish little communication with the children. Residents seeking a dialogue with the child are limited to the routine aspects of life and school activities. Only one resident explores the health problem directly with the child. Children actively tried to communicate with the residents during the consultation, but most residents appeared not to have understood their behavior. It was concluded that the teaching model of AGEP in 2007 does not enabled residents to do consultations including the parents' perspective. The explanations for this may relate to the difficulties in c...

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Videotapes in psychiatry: their use in teaching observation techniques

Cited by 15 publications

References 5 publications

Assessment in undergraduate psychiatric education

Assessment in undergraduate psychiatric education

Videotape demonstration of physical examination: evaluation of its use in medical undergraduate teaching

Ensino do residente de pediatria em um ambulatório geral: análise da consulta

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