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Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills?
BACKGROUND: In recent times, medical schools have committed to developing good communication and history taking skills in students. However, there remains an unresolved question as to which constitutes the best educational method. Our study aims to investigate whether the use of videotape recording...
Autores principales: | , , , , , , |
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Formato: | Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2009
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2808318/ https://www.ncbi.nlm.nih.gov/pubmed/20021688 http://dx.doi.org/10.1186/1471-2458-9-474 |
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author | Ozcakar, Nilgun Mevsim, Vildan Guldal, Dilek Gunvar, Tolga Yildirim, Ediz Sisli, Zafer Semin, Ilgi |
author_facet | Ozcakar, Nilgun Mevsim, Vildan Guldal, Dilek Gunvar, Tolga Yildirim, Ediz Sisli, Zafer Semin, Ilgi |
author_sort | Ozcakar, Nilgun |
collection | PubMed |
description | BACKGROUND: In recent times, medical schools have committed to developing good communication and history taking skills in students. However, there remains an unresolved question as to which constitutes the best educational method. Our study aims to investigate whether the use of videotape recording is superior to verbal feedback alone in the teaching of clinical skills and the role of student self-assessment on history taking and communication skills. METHODS: A randomized controlled trial was designed. The study was conducted with 52 of the Dokuz Eylul University Faculty of Medicine second year students. All students' performances of communication and history taking skills were assessed twice. Between these assessments, the study group had received both verbal and visual feedback by watching their video recordings on patient interview; the control group received only verbal feedback from the teacher. RESULTS: Although the self-assessment of the students did not change significantly, assessors' ratings increased significantly for videotaped interviews at the second time. CONCLUSIONS: Feedback based on videotaped interviews is superior to the feedback given solely based on the observation of assessors. |
format | Text |
id | pubmed-2808318 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2009 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-28083182010-01-20 Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? Ozcakar, Nilgun Mevsim, Vildan Guldal, Dilek Gunvar, Tolga Yildirim, Ediz Sisli, Zafer Semin, Ilgi BMC Public Health Research article BACKGROUND: In recent times, medical schools have committed to developing good communication and history taking skills in students. However, there remains an unresolved question as to which constitutes the best educational method. Our study aims to investigate whether the use of videotape recording is superior to verbal feedback alone in the teaching of clinical skills and the role of student self-assessment on history taking and communication skills. METHODS: A randomized controlled trial was designed. The study was conducted with 52 of the Dokuz Eylul University Faculty of Medicine second year students. All students' performances of communication and history taking skills were assessed twice. Between these assessments, the study group had received both verbal and visual feedback by watching their video recordings on patient interview; the control group received only verbal feedback from the teacher. RESULTS: Although the self-assessment of the students did not change significantly, assessors' ratings increased significantly for videotaped interviews at the second time. CONCLUSIONS: Feedback based on videotaped interviews is superior to the feedback given solely based on the observation of assessors. BioMed Central 2009-12-19 /pmc/articles/PMC2808318/ /pubmed/20021688 http://dx.doi.org/10.1186/1471-2458-9-474 Text en Copyright ©2009 Ozcakar et al; 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 Ozcakar, Nilgun Mevsim, Vildan Guldal, Dilek Gunvar, Tolga Yildirim, Ediz Sisli, Zafer Semin, Ilgi Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? |
title | Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? |
title_full | Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? |
title_fullStr | Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? |
title_full_unstemmed | Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? |
title_short | Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? |
title_sort | is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills? |
topic | Research article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2808318/ https://www.ncbi.nlm.nih.gov/pubmed/20021688 http://dx.doi.org/10.1186/1471-2458-9-474 |
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