Teaching clinical skills through videotape review

A randomized trial of group versus individual reviews

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Background: Video review is a valuable educational tool for teaching communication skills. Many studies have demonstrated its efficacy with individual learners, but few studies have addressed its use in a group format. Purpose: To assess the educational benefits of group versus individual video review of standardized patient encounters through the evaluations of4th-year students at the Albert Einstein College of Medicine. Methods: Students (128) who participated in a 7-station, standardized patient, clinical competency exam were randomly assigned to an individual or small group video review of selected segments of these encounters in 2000-2001. Students filled out an anonymous 13-item questionnaire assessing the experience and provided open-ended responses. Results: With both review formats, most students had a positive learning experience (80%), found it less stressful than they expected (67%), and would not have preferred to do the review the other way (84%). Students randomized to individual reviews had a significantly higher level of satisfaction with the amount of time for the session (91% vs. 78%, p < .05) and the amount of feedback they received (95% vs. 79%, p = .01) and were more likely to view the session as a positive learning experience (88% vs. 73%, p < .05). Students in the individual review format were more likely to choose self-assessed weak segments (63% vs. 49%, p = .01). Students' comments indicated that they appreciated the value of peer review in a group setting. Conclusions: Although both group reviews and individual reviews of videotaped standardized patient encounters were received well by the students, there were several statistical differences in favor of the individual format.

Original languageEnglish (US)
Pages (from-to)92-98
Number of pages7
JournalTeaching and Learning in Medicine
Volume18
Issue number2
DOIs
StatePublished - Mar 2006

Fingerprint

Videotape Recording
Clinical Competence
Teaching
Students
Group
student
video
Learning
experience
Peer Review
peer review
communication skills
small group
learning
Communication
Medicine
medicine
questionnaire
evaluation

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

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title = "Teaching clinical skills through videotape review: A randomized trial of group versus individual reviews",
abstract = "Background: Video review is a valuable educational tool for teaching communication skills. Many studies have demonstrated its efficacy with individual learners, but few studies have addressed its use in a group format. Purpose: To assess the educational benefits of group versus individual video review of standardized patient encounters through the evaluations of4th-year students at the Albert Einstein College of Medicine. Methods: Students (128) who participated in a 7-station, standardized patient, clinical competency exam were randomly assigned to an individual or small group video review of selected segments of these encounters in 2000-2001. Students filled out an anonymous 13-item questionnaire assessing the experience and provided open-ended responses. Results: With both review formats, most students had a positive learning experience (80{\%}), found it less stressful than they expected (67{\%}), and would not have preferred to do the review the other way (84{\%}). Students randomized to individual reviews had a significantly higher level of satisfaction with the amount of time for the session (91{\%} vs. 78{\%}, p < .05) and the amount of feedback they received (95{\%} vs. 79{\%}, p = .01) and were more likely to view the session as a positive learning experience (88{\%} vs. 73{\%}, p < .05). Students in the individual review format were more likely to choose self-assessed weak segments (63{\%} vs. 49{\%}, p = .01). Students' comments indicated that they appreciated the value of peer review in a group setting. Conclusions: Although both group reviews and individual reviews of videotaped standardized patient encounters were received well by the students, there were several statistical differences in favor of the individual format.",
author = "Parish, {Sharon J.} and Weber, {Catherine M.} and Penny Steiner-Grossman and Milan, {Felise B.} and Burton, {William B.} and Marantz, {Paul R.}",
year = "2006",
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