Krause Felix, Ziebolz Dirk, Rockenbauch Katrin, Haak Rainer, Schmalz Gerhard
Clinic for Operative Dentistry, Periodontology and Preventive Dentistry, University Hospital RWTH Aachen, Aachen, Germany.
Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany.
Eur J Dent Educ. 2022 Feb;26(1):138-146. doi: 10.1111/eje.12682. Epub 2021 Mar 25.
Student evaluation of a communication-education programme that combined patient consultation videos with peer- or expert-based feedback.
A self-perception questionnaire was given to undergraduate dental students who had undertaken a curricular communication training and feedback programme, in which each participant was videoed three times during a patient interview or consultation, subsequently receiving either peer (PG) or expert feedback (EG). The questionnaire used feedback programme content to evaluate student perspectives, ascertaining whether the students experienced a gain in knowledge and professional conversational skills, whether videos or feedback helped them improve more and general questions about the structure and content of the curriculum. Differences between feedback groups were analysed (Mann-Whitney U test).
45 participants (peer group: n = 23, expert group: n = 22) took part in the study. The peer group experienced watching their video (38%) and receiving feedback (33%) as their major beneficial aspect to improve communication skills (watching fellow student´s video: 17%, providing feedback: 12%). The expert group experienced the major effect in receiving expert feedback (73%, video watching: 27%). The students said that communication skills should be a core competency in dental education learning outcomes (PG: 4.48 ± 0.67, EG: 4.41 ± 0.67; P > 0.05) and that communication curricula should include video-based feedback (PG: 3.91 ± 0.73, EG: 4.00 ± 0.93; P > 0.05).
Watching videos and both receiving and providing peer group feedback were experienced as helpful in improving students' communication skills. These findings suggest that a longitudinal communication curriculum, which includes both video-based peer feedback and correlated self-reflection, is a promising learning approach for dental education.
学生对一项将患者咨询视频与同伴或专家反馈相结合的沟通教育计划进行评估。
向参加了课程沟通培训和反馈计划的本科牙科学生发放一份自我认知问卷，在该计划中，每位参与者在患者访谈或咨询过程中被拍摄三次视频，随后接受同伴（PG）或专家反馈（EG）。该问卷利用反馈计划的内容来评估学生的观点，确定学生是否在知识和专业对话技能方面有所收获，视频或反馈是否帮助他们提高得更多，以及关于课程结构和内容的一般性问题。分析了反馈组之间的差异（曼-惠特尼U检验）。
45名参与者（同伴组：n = 23，专家组：n = 22）参与了该研究。同伴组认为观看自己的视频（38%）和接受反馈（33%）是提高沟通技能的主要有益方面（观看同学的视频：17%，提供反馈：12%）。专家组认为接受专家反馈的影响最大（73%，观看视频：27%）。学生们表示，沟通技能应该是牙科教育学习成果中的一项核心能力（PG组：4.48 ± 0.67，EG组：4.41 ± 0.67；P > 0.05），并且沟通课程应该包括基于视频的反馈（PG组：3.91 ± 0.73，EG组：4.00 ± 0.93；P > 0.05）。
观看视频以及接受和提供同伴组反馈都被认为有助于提高学生的沟通技能。这些发现表明，一个包括基于视频的同伴反馈和相关自我反思的纵向沟通课程，对于牙科教育来说是一种有前景的学习方法。
