The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training

European Journal of Trauma and Emergency Surgery

Volumn 43, Issue 4, 2017, Pages 461-466

  Ruesseler, M ^a   Sterz, J ^a   Bender, B ^a   Hoefer, S ^a   Walcher, F ^b  

^a UNIVERSITY HOSPITAL FRANKFURT   (Germany)

^b UNIVERSITY HOSPITAL MAGDEBURG   (Germany)

Author keywords

Communicative competences; Oral feedback; Surgical training; Undergraduate training; Video assisted feedback

Indexed keywords

CONTROLLED STUDY; EFFECT SIZE; HUMAN; INFORMED CONSENT; MAJOR CLINICAL STUDY; MEDICAL HISTORY; MEDICAL STUDENT; PRACTICE GUIDELINE; ROLE PLAYING; SURGERY; SURGICAL TRAINING; VIDEORECORDING; ANAMNESIS; CLINICAL COMPETENCE; EDUCATION; FEEDBACK SYSTEM; FEMALE; MALE; MEDICAL EDUCATION; MULTIPLE TRAUMA; PROSPECTIVE STUDY; RANDOMIZED CONTROLLED TRIAL; YOUNG ADULT;

CLINICAL COMPETENCE; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FEEDBACK; FEMALE; HUMANS; MALE; MEDICAL HISTORY TAKING; MULTIPLE TRAUMA; PROSPECTIVE STUDIES; VIDEOTAPE RECORDING; YOUNG ADULT;

EID: 84991108278     PISSN: 18639933     EISSN: 16153146     Source Type: Journal    
DOI: 10.1007/s00068-016-0734-x     Document Type: Article

References (31)

1. CanMEDS. Physician competency framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
2. Shah B, Miler R, Poles M, Zabar S, Gillespie C, Weinshel E, et al. Informed consent in the older adult: OSCEs for assessing fellows’ ACGME and geriatric gastroenterology competencies. Am J Gastroenterol. 2011;106(9):1575–9.
3. Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM, et al. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res. 2014;191(1):64–73.
4. von Fragstein M, Silverman J, Cushing A, Quilligan S, Salisbury H, Wiskin C, et al. UK consensus statement on the content of communication curricula in undergraduate medical education. Med Educ. 2008;42(11):1100–7.
5. Hargie O, Boohan M, McCoy M, Murphy P. Current trends in communication skills training in UK schools of medicine. Med Teach. 2010;32(5):385–91.
6. Hartl A, Bachmann C, Blum K, Hofer S, Peters T, Preusche I, et al. Desire and reality–teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe—a survey. GMS Z Med Ausbild. 2015;32(5):Doc56.
7. Thiels CA, Bergquist JR, Pandian TK, Heller SF. Improving communication skills and professionalism among general surgery residents, one page at a time. Mayo Clin Proc. 2016;91(4):539–41.
8. Raper SE, Gupta M, Okusanya O, Morris JB. Improving communication skills: a course for Academic Medical Center Surgery Residents and Faculty. J Surg Educ. 2015;72(6):e202–11.
9. Chipman JG, Beilman GJ, Schmitz CC, Seatter SC. Development and pilot testing of an OSCE for difficult conversations in surgical intensive care. J Surg Educ. 2007;64(2):79–87.
10. Tchorz KM, Binder SB, White MT, Lawhorne LW, Bentley DM, Delaney EA, et al. Palliative and end-of-life care training during the surgical clerkship. J Surg Res. 2013;185(1):97–101.
11. Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME guide no. 7. Med Teach. 2006;28(2):117–28.
12. Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70(10):898–931.
13. Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ. 2008;337:a1961.
14. Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10–28.
15. Mahmood T, Darzi A. The learning curve for a colonoscopy simulator in the absence of any feedback: no feedback, no learning. Surg Endosc. 2004;18(8):1224–30.
16. Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management: oral versus video-assisted oral feedback. Anesthesiology. 2006;105(2):279–85.
17. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003–2009. Med Educ. 2010;44(1):50–63.
18. Raemer D, Anderson M, Cheng A, Fanning R, Nadkarni V, Savoldelli G. Research regarding debriefing as part of the learning process. Simul Healthc. 2011;6(Suppl):S52–7.
19. Paul S, Dawson KP, Lanphear JH, Cheema MY. Video recording feedback: a feasible and effective approach to teaching history-taking and physical examination skills in undergraduate paediatric medicine. Med Educ. 1998;32(3):332–6.
20. Roter DL, Larson S, Shinitzky H, Chernoff R, Serwint JR, Adamo G, et al. Use of an innovative video feedback technique to enhance communication skills training. Med Educ. 2004;38(2):145–57.
21. Birnbach DJ, Santos AC, Bourlier RA, Meadows WE, Datta S, Stein DJ, et al. The effectiveness of video technology as an adjunct to teach and evaluate epidural anesthesia performance skills. Anesthesiology. 2002;96(1):5–9.
22. Scherer LA, Chang MC, Meredith JW, Battistella FD. Videotape review leads to rapid and sustained learning. Am J Surg. 2003;185(6):516–20.
23. Sawyer T, Sierocka-Castaneda A, Chan D, Berg B, Lustik M, Thompson M. The effectiveness of video-assisted debriefing versus oral debriefing alone at improving neonatal resuscitation performance: a randomized trial. Simul Healthc. 2012;7(4):213–21.
24. Ruesseler M, Weber R, Braunbeck A, Flaig W, Marzi I, Walcher F. Training of practical clinical skills in surgery—a training concept for medical students. Zentralbl Chir. 2010;135(3):249–56.
25. Hodges B. Validity and the OSCE. Med Teach. 2003;25(3):250–4.
26. Regehr G, MacRae H, Reznick RK, Szalay D. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Acad Med. 1998;73(9):993–7.
27. Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13(1):41–54.
28. Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students’ workplace learning. Med Educ. 2007;41(1):84–91.
29. Teunissen PW, Scheele F, Scherpbier AJ, van der Vleuten CP, Boor K, van Luijk SJ, et al. How residents learn: qualitative evidence for the pivotal role of clinical activities. Med Educ. 2007;41(8):763–70.
30. Schmidt M, Freund Y, Alves M, Monsel A, Labbe V, Darnal E, et al. Video-based feedback of oral clinical presentations reduces the anxiety of ICU medical students: a multicentre, prospective, randomized study. BMC Med Educ. 2014;14:103.
31. Nilsen S, Baerheim A. Feedback on video recorded consultations in medical teaching: why students loathe and love it—a focus-group based qualitative study. BMC Med Educ. 2005;5:28.