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Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study
BACKGROUND: Feedback on videotaped consultations is a useful way to enhance consultation skills among medical students. The method is becoming increasingly common, but is still not widely implemented in medical education. One obstacle might be that many students seem to consider this educational app...
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Formato: | Texto |
Lenguaje: | English |
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BioMed Central
2005
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1190180/ https://www.ncbi.nlm.nih.gov/pubmed/16029509 http://dx.doi.org/10.1186/1472-6920-5-28 |
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author | Nilsen, Stein Baerheim, Anders |
author_facet | Nilsen, Stein Baerheim, Anders |
author_sort | Nilsen, Stein |
collection | PubMed |
description | BACKGROUND: Feedback on videotaped consultations is a useful way to enhance consultation skills among medical students. The method is becoming increasingly common, but is still not widely implemented in medical education. One obstacle might be that many students seem to consider this educational approach a stressful experience and are reluctant to participate. In order to improve the process and make it more acceptable to the participants, we wanted to identify possible problems experienced by students when making and receiving feedback on their video taped consultations. METHODS: Nineteen of 75 students at the University of Bergen, Norway, participating in a consultation course in their final term of medical school underwent focus group interviews immediately following a video-based feedback session. The material was audio-taped, transcribed, and analysed by phenomenological qualitative analysis. RESULTS: The study uncovered that some students experienced emotional distress before the start of the course. They were apprehensive and lacking in confidence, expressing fear about exposing lack of skills and competence in front of each other. The video evaluation session and feedback process were evaluated positively however, and they found that their worries had been exaggerated. The video evaluation process also seemed to help strengthen the students' self esteem and self-confidence, and they welcomed this. CONCLUSION: Our study provides insight regarding the vulnerability of students receiving feedback from videotaped consultations and their need for reassurance and support in the process, and demonstrates the importance of carefully considering the design and execution of such educational programs. |
format | Text |
id | pubmed-1190180 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2005 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-11901802005-08-25 Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study Nilsen, Stein Baerheim, Anders BMC Med Educ Research Article BACKGROUND: Feedback on videotaped consultations is a useful way to enhance consultation skills among medical students. The method is becoming increasingly common, but is still not widely implemented in medical education. One obstacle might be that many students seem to consider this educational approach a stressful experience and are reluctant to participate. In order to improve the process and make it more acceptable to the participants, we wanted to identify possible problems experienced by students when making and receiving feedback on their video taped consultations. METHODS: Nineteen of 75 students at the University of Bergen, Norway, participating in a consultation course in their final term of medical school underwent focus group interviews immediately following a video-based feedback session. The material was audio-taped, transcribed, and analysed by phenomenological qualitative analysis. RESULTS: The study uncovered that some students experienced emotional distress before the start of the course. They were apprehensive and lacking in confidence, expressing fear about exposing lack of skills and competence in front of each other. The video evaluation session and feedback process were evaluated positively however, and they found that their worries had been exaggerated. The video evaluation process also seemed to help strengthen the students' self esteem and self-confidence, and they welcomed this. CONCLUSION: Our study provides insight regarding the vulnerability of students receiving feedback from videotaped consultations and their need for reassurance and support in the process, and demonstrates the importance of carefully considering the design and execution of such educational programs. BioMed Central 2005-07-19 /pmc/articles/PMC1190180/ /pubmed/16029509 http://dx.doi.org/10.1186/1472-6920-5-28 Text en Copyright © 2005 Nilsen and Baerheim; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( (http://creativecommons.org/licenses/by/2.0) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Article Nilsen, Stein Baerheim, Anders Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study |
title | Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study |
title_full | Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study |
title_fullStr | Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study |
title_full_unstemmed | Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study |
title_short | Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study |
title_sort | feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1190180/ https://www.ncbi.nlm.nih.gov/pubmed/16029509 http://dx.doi.org/10.1186/1472-6920-5-28 |
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