Stone H, Angevine M, Sivertson S
Med Teach. 1989;11(1):75-80. doi: 10.3109/01421598909146278.
As indicated by George Engel (1982) the instructor being present while a student takes a history and performs a physical examination has been notoriously lacking in the clinical years of a medical student's education. Similarly in the pre-clinical Introduction to Clinical Medicine courses when basic instruction in these skills are taught, the incompatibilities of the instructor's and student's schedules make review with the instructor difficult. These incompatibilities make valid assessment of the student's skills difficult and feedback to the student almost non-existent. This study demonstrates the use of simultaneous recorded running commentary to enhance videotape as a means of providing meaningful feedback to the student that aids learning and a valid means of assessing the skills of the student.
正如乔治·恩格尔（1982年）所指出的，在医学生临床学习阶段，学生进行病史采集和体格检查时教师在场的情况一直非常少见。同样，在临床前的临床医学导论课程中，当教授这些技能的基础教学内容时，教师和学生时间表的不匹配使得与教师进行复习变得困难。这些不匹配使得对学生技能进行有效评估变得困难，并且几乎无法向学生提供反馈。本研究展示了使用同步录制的现场解说来增强录像带的作用，以此作为向学生提供有助于学习的有意义反馈的一种手段，以及评估学生技能的一种有效方式。
