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Eur J Trauma Emerg Surg. 2017 Aug;43(4):461-466. doi: 10.1007/s00068-016-0734-x. Epub 2016 Oct 11.

The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training.

Author information

1
Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt/Main, Germany. miriam.ruesseler@kgu.de.
2
Centre of Surgery, University Hospital Frankfurt, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt/Main, Germany.
3
Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt/Main, Germany.
4
Department of Trauma Surgery, Medical Faculty University Hospital Magdeburg, Leipziger Str. 44, 39120, Magdeburg, Germany.

Abstract

PURPOSE:

Feedback can significantly improve future performance. Reviewing one's performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context.

METHODS:

Fourth-year medical students completed a 210-min training unit of 'taking patient's history and obtaining informed consents prior to surgery' using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario.

RESULTS:

One-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations (p < 0.001), in all five assessed communicative competencies at taking patient history (p = 0.029 or better), and in 2 of 5 items at obtaining informed consent (p = 0.008, <0.001). The educational effect size for both tasks was large.

CONCLUSION:

Using our methodology, video-assisted feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context.

KEYWORDS:

Communicative competences; Oral feedback; Surgical training; Undergraduate training; Video assisted feedback

PMID:
27730252
DOI:
10.1007/s00068-016-0734-x
[Indexed for MEDLINE]

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