Colonnello Valentina, Mattarozzi Katia, Agostini Alessandro, Russo Paolo Maria
Department of Experimental, Diagnostic and Specialty Medicine, University of Bologna, 40127, Bologna, Italy.
Adv Health Sci Educ Theory Pract. 2020 Oct;25(4):799-808. doi: 10.1007/s10459-020-09957-y. Epub 2020 Jan 20.
Medical students' motivations for choosing a medical career are likely based on and remain tethered to the affectively-laden caring component of doctor-patient interactions. However, this component is rarely presented in educational surgical videos. It is unknown whether affectively engaging students by including patient-related emotionally salient information potentiates or draws focus away from learning a surgical procedure and whether such information affects motivation and attitudes toward the video. Therefore, we investigate whether presenting a patient's emotional state before video surgery enhances or weakens the educational value of that video. In a within-subjects crossover design, second-year medical students (n = 130) viewed video clips of surgeries. These videos, from online medical education platforms, were preceded by the patient's information from the original video or by information about the patient's preoperative emotional preparation. After each video, participants completed a multiple-choice test about the video's content to measure learning, answered a question about their motivation to re-watch the video, and completed an attitude scale regarding the video. Incorporating patient's information into surgical videos significantly enhanced students' acquisition of the technical aspects of surgery procedures (p < 0.0001), motivation to re-watch the video (p < 0.001), and favorable attitudes toward the video (p = 0.02). These findings show that incorporating information about patients' emotional states may enhance students' positive attitudes and motivations toward educational videos and may improve their learning of surgical techniques. They also suggest that the role of this factor should be considered when developing guidelines for medical educational video release.
医学生选择医学职业的动机很可能基于医患互动中充满情感的关怀成分，并始终与之相关。然而，这一成分在教育性外科手术视频中很少出现。目前尚不清楚，通过纳入与患者相关的情感突出信息来吸引学生的情感，是否会增强或分散学生对学习手术过程的注意力，以及此类信息是否会影响学生对视频的动机和态度。因此，我们研究了在视频手术前展示患者的情绪状态是否会增强或削弱该视频的教育价值。在一项受试者内交叉设计中，二年级医学生（n = 130）观看了手术视频片段。这些来自在线医学教育平台的视频，在播放前展示了原始视频中的患者信息，或者是关于患者术前情绪准备的信息。观看每个视频后，参与者完成了一项关于视频内容的多项选择题测试以衡量学习情况，回答了一个关于他们再次观看视频的动机的问题，并完成了一份关于该视频的态度量表。将患者信息纳入手术视频显著提高了学生对手术程序技术方面的掌握程度（p < 0.0001）、再次观看视频的动机（p < 0.001）以及对视频的积极态度（p = 0.02）。这些发现表明，纳入患者情绪状态的信息可能会增强学生对教育视频的积极态度和动机，并可能提高他们对外科技术的学习。它们还表明，在制定医学教育视频发布指南时应考虑这一因素的作用。
