Schmitz Felix Michael, Schnabel Kai Philipp, Stricker Daniel, Fischer Martin Rudolf, Guttormsen Sissel
Institute of Medical Education, University of Bern, 3010 Bern, Switzerland.
Institute for Medical Education, University Hospital, LMU Munich, 80336 Munich, Germany.
Patient Educ Couns. 2017 Jun;100(6):1203-1212. doi: 10.1016/j.pec.2017.01.016. Epub 2017 Jan 31.
Appropriate training strategies are required to equip undergraduate healthcare students to benefit from communication training with simulated patients. This study examines the learning effects of different formats of video-based worked examples on initial communication skills.
First-year nursing students (N=36) were randomly assigned to one of two experimental groups (correct v. erroneous examples) or to the control group (no examples). All the groups were provided an identical introduction to learning materials on breaking bad news; the experimental groups also received a set of video-based worked examples. Each example was accompanied by a self-explanation prompt (considering the example's correctness) and elaborated feedback (the true explanation).
Participants presented with erroneous examples broke bad news to a simulated patient significantly more appropriately than students in the control group. Additionally, they tended to outperform participants who had correct examples, while participants presented with correct examples tended to outperform the control group.
The worked example effect was successfully adapted for learning in the provider-patient communication domain.
Implementing video-based worked examples with self-explanation prompts and feedback can be an effective strategy to prepare students for their training with simulated patients, especially when examples are erroneous.
需要适当的培训策略，以使本科医护专业学生能够从与模拟患者的沟通培训中受益。本研究考察了不同形式的基于视频的示例对初始沟通技能的学习效果。
将一年级护理专业学生（N = 36）随机分为两个实验组之一（正确示例组与错误示例组）或对照组（无示例组）。所有组都接受了关于传达坏消息的学习材料的相同介绍；实验组还收到了一组基于视频的示例。每个示例都配有自我解释提示（考虑示例的正确性）和详细反馈（真实解释）。
观看错误示例的参与者向模拟患者传达坏消息的方式明显比对照组的学生更恰当。此外，他们的表现往往优于观看正确示例的参与者，而观看正确示例的参与者的表现往往优于对照组。
示例效应成功应用于医患沟通领域的学习。
实施带有自我解释提示和反馈的基于视频的示例，可能是让学生为模拟患者培训做好准备的有效策略，尤其是当示例错误时。
