Whitman Sampler

Whitman, Neal

doi:10.1097/01367895-200011010-00014

Cited by 3 publications

(3 citation statements)

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“…Our data suggests that it increased student understanding of basic concepts underlying effective clinical communication. The course's acceptance was in large part due to its congruence with principles of adult learning [ 11 ] such as self pacing, reflective learning, and collaborative learning from peers [ 11 ]. Participants noted a number of advantages of online learning.…”

Section: Discussionmentioning

confidence: 99%

Collaborative e-Learning Using Streaming Video and Asynchronous Discussion Boards to Teach the Cognitive Foundation of Medical Interviewing: A Case Study

Wiecha¹,

Gramling²,

Joachim³

et al. 2003

J Med Internet Res

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BackgroundAdvances in electronic technology have created opportunities for new instructional designs of medical curricula.ObjectiveWe created and evaluated a 4-week online elective course for medical students to teach the cognitive basis for interviewing skills.MethodsTen students, from 2 medical schools, studied online modules on interviewing concepts and viewed videos illustrating the concepts. They then participated in asynchronous discussion groups designed to reinforce course concepts, stimulate reflective learning, and promote peer learning.ResultsIn qualitative evaluations, learners reported improvements in self-awareness; increased understanding of interviewing concepts; and benefits of online learning vs face to face learning. Participants reported high levels of satisfaction with online learning and with achievement of course objectives. Self-reported knowledge scores increased significantly from pre-course completion to post-course completion.ConclusionsOnline education has significant potential to augment curriculum on the medical interview, particularly among students trained in community settings geographically distant from their academic medical center.

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Section: Discussionmentioning

confidence: 99%

Collaborative e-Learning Using Streaming Video and Asynchronous Discussion Boards to Teach the Cognitive Foundation of Medical Interviewing: A Case Study

Wiecha¹,

Gramling²,

Joachim³

et al. 2003

J Med Internet Res

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“…We gave feedback via hand-written comments before implanting video feedback. Although this allowed teachers to feel relieved that they have provided feedback, but they did not know at whether students were receiving the feedback or the intention of teachers [24]. Similarly, like teaching and learning, the evaluator gives a feedback, and if the feedback is not accepted by those being evaluated, the feedback might be useless to the student.…”

Section: Introductionmentioning

confidence: 99%

Impact of video feedback system on medical students’ perception of their clinical performance assessment

et al. 2019

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Background Providing feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses. This study compared students’ perception of their CPA scores before and after providing personalized video feedback. Methods Two identical online surveys of Year 1 medical students ( N = 103) that had undergone CPA were conducted to evaluate students’ perceptions about their CPA scores before and after video feedback. Students were given their test scores with assessment analysis reports immediately after completing the CPA. Top-scored students from each station agreed to provide their video-recorded performance to the rest of the students. Results After comparing their performance video and top-scored video at each station, medical students were more aware of their CPA total score, clinical performance examination (CPX) total score, score of each CPX station, section score for the CPX station, history taking section score, physical examination section score, and doctor-patient relationship section score. Moreover, students became more convinced of their own weaknesses from their history taking and patient education section after viewing video feedback than before. Conclusion The use of the video feedback system might help students recognize their CPA results and identify their strengths and weaknesses. Electronic supplementary material The online version of this article (10.1186/s12909-019-1688-6) contains supplementary material, which is available to authorized users.

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“…Most of the teaching during an inpatient ward month is held in conference rooms, corridors and by `door jamb' teaching 3 . Among the perceived barriers to bedside teaching are concerns about patient privacy, time constraints, inadequacy of physician skills in bedside teaching, physicians' discomfort in dealing with a broad range of subjects, and the uncertain nature of questions raised at the bedside 4 . It would be useful to know whether the attending staff seen as role models spent more time at the bedside demonstrating those values which they considered important.…”

mentioning

confidence: 99%

Values of attending physicians: an evidence-based analysis of the current challenges

Ghosh¹

2002

Medical Education

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Whitman Sampler

Cited by 3 publications

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Collaborative e-Learning Using Streaming Video and Asynchronous Discussion Boards to Teach the Cognitive Foundation of Medical Interviewing: A Case Study

Collaborative e-Learning Using Streaming Video and Asynchronous Discussion Boards to Teach the Cognitive Foundation of Medical Interviewing: A Case Study

Impact of video feedback system on medical students’ perception of their clinical performance assessment

Values of attending physicians: an evidence-based analysis of the current challenges

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