Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

At a glance: The STEP trials

A round-up of the STEP phase 3 clinical trials evaluating semaglutide for weight loss in people with overweight or obesity.
ADVANCED SEARCH
Log in
Top
European Journal of Trauma and Emergency Surgery
Published in: European Journal of Trauma and Emergency Surgery 4/2017

01-08-2017 | Original Article

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

Authors: M. Ruesseler, J. Sterz, B. Bender, S. Hoefer, F. Walcher

Published in: European Journal of Trauma and Emergency Surgery | Issue 4/2017

Login to get access

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.
Literature
1.
CanMEDS. Physician competency framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
2.
Shah B, Miler R, Poles M, Zabar S, Gillespie C, Weinshel E, et al. Informed consent in the older adult: OSCEs for assessing fellows’ ACGME and geriatric gastroenterology competencies. Am J Gastroenterol. 2011;106(9):1575–9.CrossRefPubMed
3.
Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM, et al. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res. 2014;191(1):64–73.CrossRefPubMed
4.
von Fragstein M, Silverman J, Cushing A, Quilligan S, Salisbury H, Wiskin C, et al. UK consensus statement on the content of communication curricula in undergraduate medical education. Med Educ. 2008;42(11):1100–7.CrossRef
5.
Hargie O, Boohan M, McCoy M, Murphy P. Current trends in communication skills training in UK schools of medicine. Med Teach. 2010;32(5):385–91.CrossRefPubMed
6.
Hartl A, Bachmann C, Blum K, Hofer S, Peters T, Preusche I, et al. Desire and reality–teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe—a survey. GMS Z Med Ausbild. 2015;32(5):Doc56.PubMedPubMedCentral
7.
Thiels CA, Bergquist JR, Pandian TK, Heller SF. Improving communication skills and professionalism among general surgery residents, one page at a time. Mayo Clin Proc. 2016;91(4):539–41.CrossRefPubMed
8.
Raper SE, Gupta M, Okusanya O, Morris JB. Improving communication skills: a course for Academic Medical Center Surgery Residents and Faculty. J Surg Educ. 2015;72(6):e202–11.CrossRefPubMed
9.
Chipman JG, Beilman GJ, Schmitz CC, Seatter SC. Development and pilot testing of an OSCE for difficult conversations in surgical intensive care. J Surg Educ. 2007;64(2):79–87.CrossRefPubMed
10.
Tchorz KM, Binder SB, White MT, Lawhorne LW, Bentley DM, Delaney EA, et al. Palliative and end-of-life care training during the surgical clerkship. J Surg Res. 2013;185(1):97–101.CrossRefPubMed
11.
Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME guide no. 7. Med Teach. 2006;28(2):117–28.CrossRefPubMed
12.
Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70(10):898–931.CrossRefPubMed
13.
14.
Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10–28.CrossRefPubMed
15.
Mahmood T, Darzi A. The learning curve for a colonoscopy simulator in the absence of any feedback: no feedback, no learning. Surg Endosc. 2004;18(8):1224–30.CrossRefPubMed
16.
Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management: oral versus video-assisted oral feedback. Anesthesiology. 2006;105(2):279–85.CrossRefPubMed
17.
McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003–2009. Med Educ. 2010;44(1):50–63.CrossRefPubMed
18.
Raemer D, Anderson M, Cheng A, Fanning R, Nadkarni V, Savoldelli G. Research regarding debriefing as part of the learning process. Simul Healthc. 2011;6(Suppl):S52–7.CrossRefPubMed
19.
Paul S, Dawson KP, Lanphear JH, Cheema MY. Video recording feedback: a feasible and effective approach to teaching history-taking and physical examination skills in undergraduate paediatric medicine. Med Educ. 1998;32(3):332–6.CrossRefPubMed
20.
Roter DL, Larson S, Shinitzky H, Chernoff R, Serwint JR, Adamo G, et al. Use of an innovative video feedback technique to enhance communication skills training. Med Educ. 2004;38(2):145–57.CrossRefPubMed
21.
Birnbach DJ, Santos AC, Bourlier RA, Meadows WE, Datta S, Stein DJ, et al. The effectiveness of video technology as an adjunct to teach and evaluate epidural anesthesia performance skills. Anesthesiology. 2002;96(1):5–9.CrossRefPubMed
22.
Scherer LA, Chang MC, Meredith JW, Battistella FD. Videotape review leads to rapid and sustained learning. Am J Surg. 2003;185(6):516–20.CrossRefPubMed
23.
Sawyer T, Sierocka-Castaneda A, Chan D, Berg B, Lustik M, Thompson M. The effectiveness of video-assisted debriefing versus oral debriefing alone at improving neonatal resuscitation performance: a randomized trial. Simul Healthc. 2012;7(4):213–21.CrossRefPubMed
24.
Ruesseler M, Weber R, Braunbeck A, Flaig W, Marzi I, Walcher F. Training of practical clinical skills in surgery—a training concept for medical students. Zentralbl Chir. 2010;135(3):249–56.CrossRef
25.
26.
Regehr G, MacRae H, Reznick RK, Szalay D. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Acad Med. 1998;73(9):993–7.CrossRefPubMed
27.
Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13(1):41–54.CrossRefPubMed
28.
Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students’ workplace learning. Med Educ. 2007;41(1):84–91.CrossRefPubMed
29.
Teunissen PW, Scheele F, Scherpbier AJ, van der Vleuten CP, Boor K, van Luijk SJ, et al. How residents learn: qualitative evidence for the pivotal role of clinical activities. Med Educ. 2007;41(8):763–70.CrossRefPubMed
30.
Schmidt M, Freund Y, Alves M, Monsel A, Labbe V, Darnal E, et al. Video-based feedback of oral clinical presentations reduces the anxiety of ICU medical students: a multicentre, prospective, randomized study. BMC Med Educ. 2014;14:103.CrossRefPubMedPubMedCentral
31.
Nilsen S, Baerheim A. Feedback on video recorded consultations in medical teaching: why students loathe and love it—a focus-group based qualitative study. BMC Med Educ. 2005;5:28.CrossRefPubMedPubMedCentral
Metadata
Title
The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training
Authors
M. Ruesseler
J. Sterz
B. Bender
S. Hoefer
F. Walcher
Publication date
01-08-2017
Publisher
Springer Berlin Heidelberg
Published in
European Journal of Trauma and Emergency Surgery / Issue 4/2017
Print ISSN: 1863-9933
Electronic ISSN: 1863-9941
DOI
https://doi.org/10.1007/s00068-016-0734-x

Other articles of this Issue 4/2017

European Journal of Trauma and Emergency Surgery 4/2017 Go to the issue

Abstracts

36th Meeting of the Pediatric Section of the German Society of Trauma Surgery (DGU)

Original Article

Evaluation of efficacy and indications of surgical fixation for multiple rib fractures: a propensity-score matched analysis

Original Article

What factor within the Japanese Association for Acute Medicine (JAAM) disseminated intravascular coagulation (DIC) criteria is most strongly correlated with trauma induced DIC? A retrospective study using thromboelastometry in a single center in Japan

Original Article

Algorithm for activation of coagulation support treatment in multiple injured patients––cohort study

Original Article

The characteristics and pre-hospital management of blunt trauma patients with suspected spinal column injuries: a retrospective observational study

Original Article

Preventable and potentially preventable deaths in severely injured patients: a retrospective analysis including patterns of errors