Kirby R L
Med Educ. 1983 Jan;17(1):28-30. doi: 10.1111/j.1365-2923.1983.tb01089.x.
A previously unreported feedback technique, simultaneously recorded running commentary, was developed and evaluated. Thirty-two second-year medical students were videotaped while interviewing a patient. Each student then reviewed the videorecording once with only his own and the patient's voices accompanying the visual record, and also once with either the instructor's comments recorded on a second channel or with the instructor providing feedback on the performance in an interactive way. Visual analogue scales were used to estimate the value of the two feedback methods. Both the running commentary and the review-with-instructor formats were rated higher than the independent review method, although not significantly different from each other. The running commentary technique appears to be as effective as the conventional feedback approach and may prove a useful alternative when incompatibilities of the instructor's and student's schedules make review with the instructor difficult.
一种此前未报道过的反馈技术——同步录制的现场解说，被开发并进行了评估。32名二年级医学生在对一名患者进行问诊时被录像。之后，每名学生分别在只播放自己和患者声音的情况下观看一次录像，以及在第二个声道上录制有教师评语或教师以互动方式对表现提供反馈的情况下观看一次录像。使用视觉模拟量表来评估这两种反馈方法的价值。现场解说和与教师一起回顾的形式都比独立回顾法得到了更高的评价，尽管两者之间没有显著差异。现场解说技术似乎与传统反馈方法一样有效，并且当教师和学生的日程安排不一致导致难以与教师一起回顾时，可能会被证明是一种有用的替代方法。
