Botelho Michael G, Chan Albert K M
Faculty of Dentistry, Restorative Dental Sciences, The University of Hong Kong, Hong Kong, China.
Eur J Dent Educ. 2022 Feb;26(1):147-156. doi: 10.1111/eje.12683. Epub 2021 Mar 26.
The aim of this qualitative study was to analyse students' perceptions and impact of using a novel video genre designed to support their learning and preparation for a clinical competence assessment. The videos demonstrate expert-student dialogue (ESD) of authentic, one-on-one discourse between the teacher and student, relating to the case presentation and self-evaluation of the assessment.
Students who were about to perform a competence assessment were invited to participate in the study. Students were asked to watch a relevant ESD video they had not previously had access to, which showed the examiner-examinee dialogue relating to a peer's tooth preparation for the competence assessment. Immediately after watching the video, a video simulated recall approach was performed to analyse students' perceptions. Thematic analysis was performed to induce relevant themes.
Five themes were identified: analysis and judgement, observational learning from expert dialogue, observational learning from student dialogue, self-efficacy and empathy. Positive responses from interviews suggested high cognitive engagement with this video genre with an affective component that was also valued as an informative learning resource. Students reported the video could stimulate them to think, make it easier to remember knowledge, avoid errors observed, and gain insights into assessment process and examiner's expectations. Empathy was also reported towards the examinee in the video.
The ESD videos facilitated students' active and analytical thinking as well as improved their assessment preparedness. This video genre has shown how observing ESD can support students' learning and preparation for a clinical competence assessment.
本定性研究的目的是分析学生对一种新型视频类型的看法及其对学习和临床能力评估准备工作的影响。这些视频展示了教师与学生之间真实的一对一话语的专家-学生对话（ESD），涉及评估的病例展示和自我评估。
邀请即将进行能力评估的学生参与研究。要求学生观看一段他们之前未曾看过的相关ESD视频，该视频展示了与一名同龄人能力评估的牙齿预备相关的考官-考生对话。观看视频后，立即采用视频模拟回忆法分析学生的看法。进行主题分析以归纳相关主题。
确定了五个主题：分析与判断、从专家对话中进行观察性学习、从学生对话中进行观察性学习、自我效能感和同理心。访谈中的积极反馈表明，学生对这种视频类型有高度的认知参与，且其情感成分也被视为一种信息丰富的学习资源。学生报告称，该视频能激发他们思考，使知识更容易记忆，避免观察到的错误，并深入了解评估过程和考官的期望。学生还表示对视频中的考生有同理心。
ESD视频促进了学生的积极和分析性思维，并提高了他们的评估准备程度。这种类型已表明观察ESD如何支持学生学习和临床能力评估的准备工作。
