Parish Sharon J, Weber Catherine M, Steiner-Grossman Penny, Milan Felise B, Burton William B, Marantz Paul R
Department of Medicine, Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, New York, USA.
Teach Learn Med. 2006 Spring;18(2):92-8. doi: 10.1207/s15328015tlm1802_1.
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.
To assess the educational benefits of group versus individual video review of standardized patient encounters through the evaluations of 4th-year students at the Albert Einstein College of Medicine.
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.
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.
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.
视频回顾是教授沟通技巧的一种有价值的教育工具。许多研究已证明其对个体学习者的有效性，但很少有研究探讨其在小组形式中的应用。
通过对阿尔伯特·爱因斯坦医学院四年级学生的评估，比较小组与个体对标准化患者问诊视频回顾的教育效果。
2000 - 2001年，参与7站式标准化患者临床能力考试的128名学生被随机分配接受所选问诊片段的个体或小组视频回顾。学生填写一份13项的匿名问卷评估体验并提供开放式回答。
两种回顾形式下，大多数学生都有积极的学习体验（80%），发现其压力比预期小（67%），且不想换另一种方式进行回顾（84%）。随机分配到个体回顾的学生对课程时间量（91%对78%，p <.05）和所获反馈量（95%对79%，p =.01）的满意度显著更高，且更有可能将课程视为积极的学习体验（88%对73%，p <.05）。个体回顾形式的学生更有可能选择自我评估的薄弱片段（63%对49%，p =.01）。学生的评论表明他们重视小组环境中的同伴互评价值。
尽管学生对录制的标准化患者问诊的小组回顾和个体回顾接受度都很高，但在一些统计数据上个体形式更具优势。
