Web-based objective structured clinical examination with remote standardized patients and Skype: Resident experience

Langenau, Erik E.; Kachur, Elizabeth; Horber, Dot

doi:10.1016/j.pec.2014.04.016

Cited by 40 publications

(48 citation statements)

References 17 publications

(22 reference statements)

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“…This confirms that the physical separation between the health professional and patient in remote consultations may jeopardize the richness and complexity of eye contact, looks, posture, facial expressions, and body positioning, i.e. "clues" that could change the meaning of verbal expressions (17) . Nonverbal communication refers to all messages sent without words.…”

Section: Discussionsupporting

confidence: 55%

Nursing care by telehealth: what is the influence of distance on communication?

Barbosa

Silva

2017

Rev. Bras. Enferm.

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Objective: Evaluate the perception of nurses regarding interpersonal communication while providing care via telehealth. Method: Qualitative research realized with seven nurses working in telehealth in Brazil, the sample was determined by data saturation. A questionnaire with open questions was applied and then content analysis of the dialogues was conducted, focusing on thematic analysis. Results: Four categories emerged from the dialogues: Understanding the importance of communication; the interpersonal relationship interfering with communication; Communicating via technology; and Learning the communication process. Final considerations: The perception of nurses working in telehealth in Brazil is that technology has facilitated their professional practice; however, in relation to the communication process, they believe it is harder to communicate by telehealth, mainly due to diffi culty in perceiving nonverbal signals. To overcome these diffi culties, they agreed that interpersonal communication is a skill that must be acquired during their professional training. Descriptors: Telemedicine; Telenursing; Health Communication; Distance consultation; Nurse-Patient Relations.RESUMO Objetivo: Avaliar a percepção do enfermeiro referente à Comunicação interpessoal no cuidado por telessaúde. Método: Pesquisa qualitativa, realizada com sete enfermeiros que atuam em telessaúde no Brasil, com amostra determinada pela saturação de dados. Aplicou-se um questionário com perguntas abertas e foi realizada análise de conteúdo dos discursos, com enfoque na análise temática. Resultados: Dos discursos emergiram quatro categorias: Entendendo a importância da comunicação; O relacionamento interpessoal interferindo na comunicação; Comunicando-se por meio da tecnologia; e Aprendendo o processo de comunicação. Considerações fi nais: A percepção dos enfermeiros que atuam em telessaúde no Brasil é de que a tecnologia tem facilitado sua prática profi ssional; porém, em relação ao processo de comunicação, creem que seja mais difícil se comunicar pela telessaúde, principalmente devido à difi culdade de percepção de sinais não verbais. Para superar essas difi culdades, concordam que comunicação interpessoal é uma competência que deve ser adquirida em sua formação profi ssional. Descritores: Telemedicina; Telenfermagem; Comunicação em Saúde; Consulta Remota; Relações Enfermeiro-Paciente. RESUMEN Objetivo: Evaluar la percepción del enfermero respecto de la Comunicación interpersonal en la atención por telesalud. Método: Investigación cualitativa, realizada con siete enfermeros que actúan en telesalud en Brasil, con muestra determinada por saturación de datos. Se aplicó cuestionario con preguntas abiertas, se realzó análisis de contenido de los discursos, con enfoque en análisis temático. Resultados: De los discursos surgieron cuatro categorías: Entendiendo la importancia de la comunicación; Relación interpersonal interfi riendo en la comunicación; Comunicándose mediante la tecnología; y Aprendiendo el proceso de comunicación. Considera...

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Section: Discussionsupporting

confidence: 55%

Nursing care by telehealth: what is the influence of distance on communication?

Barbosa

Silva

2017

Rev. Bras. Enferm.

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“…Langenau et al studied the use of RSPs and Skype and their effects on residents' social skills. In their study, 90% of participants agreed that this format was effective in teaching communication skills [26].…”

Section: Discussionmentioning

confidence: 95%

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

Bączek

Zagańczyk-Bączek

Szpringer

et al. 2020

Preprint

116

151

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Background The COVID-19 pandemic has disrupted teaching in a variety of institutions, especially in medical schools. Electronic learning (e-learning) became the core method of teaching the curriculum during the pandemic. After eight weeks of only online learning, a survey was conducted to investigate perception of this type of learning amongst medical students.Methods A survey was conducted by distributing an online questionnaire to Polish medical students. Data gathered from the survey was analyzed with routine statistical software.Results 804 students answered the questionnaire. According to respondents’ answers, the main advantages of online learning were the ability to stay at home (69%), continuous access to online materials (69%), learning at your own pace (64%), and comfortable surroundings (54%). The majority of respondents chose lack of interactions with patients (70%) and technical problems with IT equipment (54%) as the main disadvantages. There was no statistical difference between face-to-face and online learning in terms of opinions on the ability of the learning method to increase knowledge (p=.46). E-learning was considered less effective than face-to-face learning in terms of increasing skills (p<.001) and social competences (p<.001). Students assessed that they were less active during online classes compared to traditional classes (p<.001). E-learning was rated as enjoyable by 73% of respondents.Conclusions E-learning is a powerful tool for teaching medical students. However, successful implementation of online learning into the curriculum requires a well thought-out strategy and a more active approach.

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“…The remaining seven (24.1%) articles evaluated an intervention with pre and post measures. 11–13,17,19,21,23 We uncovered no randomized control trials (RCTs). Among the platforms studied, Facebook 25,28,30–32,34–37,39 (n = 8, 27.6%), blogs 13,21,22 (n = 3, 10.3%), Twitter 11,14,16 (n = 3, 10.3%), and podcasts 12,20,23 (n = 3, 10.3%) were the four most common.…”

Section: Resultsmentioning

confidence: 99%

“…Of these, Twitter 11,14,16 (n = 3, 23.1%), podcasts 12,20,23 (n = 3, 23.1%), and blogs 13,21,22 (n = 3, 23.1%) were the most frequently used platforms. Wikis 17,18 (n = 2, 15.4%), Skype 19 (n = 1, 7.7%), and YouTube 15 (n = 1, 7.7%) were studied less frequently. The average MERSQI score for studies pertaining to residency education was 10.65; the range was 7.5 to 14.5.…”

Section: Resultsmentioning

confidence: 99%

The Use of Social Media in Graduate Medical Education: A Systematic Review

et al. 2017

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Purpose Despite the growing presence of social media in graduate medical education (GME), few studies have attempted to characterize their effect on residents and their training. The authors conducted a systematic review of the peer-reviewed literature to understand the effect of social media on resident (1) education, (2) recruitment, and (3) professionalism. Method The authors identified English-language peer-reviewed articles published through November 2015 using Medline, Embase, Cochrane, PubMed, Scopus, and ERIC. They extracted and synthesized data from articles that met inclusion criteria. They assessed study quality for quantitative and qualitative studies through, respectively, the Medical Education Research Study Quality Instrument and the Consolidated Criteria for Reporting Qualitative Studies. Results Twenty-nine studies met inclusion criteria. Thirteen (44.8%) pertained to residency education. Twitter, podcasts, and blogs were frequently used to engage learners and enhance education. YouTube and wikis were more commonly used to teach technical skills and promote self-efficacy. Six studies (20.7%) pertained to the recruitment process; these suggest that GME programs are transitioning information to social media to attract applicants. Ten studies (34.5%) pertained to resident professionalism. Most were exploratory, highlighting patient and resident privacy, particularly with respect to Facebook. Four of these studies surveyed residents about their social network behavior with respect to their patients, while the rest explored how program directors use it to monitor residents’ unprofessional online behavior. Conclusions The effect of social media platforms on residency education, recruitment, and professionalism is mixed and the quality of existing studies is modest at best.

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Web-based objective structured clinical examination with remote standardized patients and Skype: Resident experience

Abstract: This web-based OSCE program provides physician learners with additional opportunity to improve doctor-patient communication.

Cited by 40 publications

References 17 publications

Nursing care by telehealth: what is the influence of distance on communication?

Nursing care by telehealth: what is the influence of distance on communication?

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

The Use of Social Media in Graduate Medical Education: A Systematic Review

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