Dokuz Eylul University Medical Faculty Department of Family Medicine, Izmir, Turkey.
BMC Public Health. 2009 Dec 19;9:474. doi: 10.1186/1471-2458-9-474.
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.
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.
Although the self-assessment of the students did not change significantly, assessors' ratings increased significantly for videotaped interviews at the second time.
Feedback based on videotaped interviews is superior to the feedback given solely based on the observation of assessors.
近年来，医学院致力于培养学生良好的沟通和问诊技巧。然而，哪种教育方法最佳仍存在悬而未决的问题。我们的研究旨在调查录像记录的使用相较于单纯的口头反馈是否更有利于临床技能教学，以及学生自评在问诊和沟通技巧中的作用。
设计了一项随机对照试验。该研究纳入了 52 名来自多乌·泽伊内尔大学医学院二年级的学生。所有学生的沟通和问诊技巧表现均进行了两次评估。在这些评估之间，研究组通过观看自己对患者访谈的录像获得了口头和视觉反馈；对照组仅从教师那里获得口头反馈。
尽管学生的自我评估没有显著变化，但在第二次评估时，录像访谈的评估者评分显著提高。
基于录像访谈的反馈优于仅基于评估者观察的反馈。
