Møller Jane Ege, Doherty Eva, Brøgger Matilde Nisbeth
Department of Clinical Medicine, Aarhus University, Hedeager 1, 8200 Aarhus N, Denmark.
Department of Surgical Affairs, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
PEC Innov. 2024 Jul 14;5:100322. doi: 10.1016/j.pecinn.2024.100322. eCollection 2024 Dec 15.
To investigate residents' experiences recording and receiving feedback on a challenging video of a patient encounter. Methods: We used a qualitative design with first year residents who took part in a mandatory communication skills course in which all participants were asked to bring a challenging video of a patient encounter. The methods consisted of brief reflection texts and focus groups related to their perspectives on the use of challenging videos. Results: 106 residents wrote brief reflection texts, and 13 residents participated in four focus groups. Residents mainly expressed positive experiences with the challenging video exercise. Residents reported that the pressure to perform was felt to be less than on previous teaching sessions because the focus was on choosing an encounter which was less than perfect. They also reported that they appreciated the opportunity to see that other doctors were not performing optimally. Conclusion: The use of challenging videos as a teaching method for communication skills was experienced as encouraging by residents and facilitated enhanced learning.
We recommend adding more focus on challenging situations in video review. This could support learning by providing what our participants found to be a less daunting learning environment.
调查住院医师记录并接收关于一段具有挑战性的医患交流视频反馈的经历。方法：我们采用质性设计，研究对象为参加必修沟通技能课程的一年级住院医师，要求所有参与者都带来一段具有挑战性的医患交流视频。方法包括与他们对使用具有挑战性视频的看法相关的简短反思文本和焦点小组。结果：106名住院医师撰写了简短反思文本，13名住院医师参加了四个焦点小组。住院医师主要对具有挑战性的视频练习表达了积极体验。住院医师报告称，与之前的教学课程相比，此次练习的表现压力较小，因为重点是选择一个不太完美的交流案例。他们还报告说，他们很高兴有机会看到其他医生并非表现得尽善尽美。结论：住院医师认为，将具有挑战性的视频用作沟通技能的教学方法具有激励作用，并促进了学习效果的提升。
我们建议在视频回顾中更多地关注具有挑战性的情况。这可以通过提供我们的参与者认为不那么令人生畏的学习环境来支持学习。
