Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion.
Med Educ Online
; 29(1): 2392428, 2024 Dec 31.
Article
in En
| MEDLINE
| ID: mdl-39154381
ABSTRACT
BACKGROUND:
Video-recordings review of patient encounters is reported to improve the clinical performance of medical students. However, evidence on specific remediation strategies or outcomes are lacking. We aimed to implement videorecording-based remediation of standardized patient encounters among medical students, combined with preceptor one-on-one feedback or peer group discussion, and evaluate the effectiveness of the two remediation methods using objective structured clinical examination (OSCE).METHODS:
Following standardized patient encounters, 107 final-year medical students were divided into two groups based on different remediation methods of video review (1) precepted video review with preceptor feedback (N = 55) and (2) private video review and subsequent peer group discussion under supervision (N = 52). All students underwent twelve-stations of OSCE both before and after the video review. Students' pre- and post-remediation OSCE scores, self-efficacy level in patient encounters, and level of educational satisfaction with each method were assessed and compared between different video-based remediation methods to evaluate their respective effects.RESULTS:
After remediation, the total and subcomponent OSCE scores, such as history taking, physical examination, and patient - physician interaction (PPI), among all students increased significantly. Post-remediation OSCE scores showed no significant difference between two remediation methods (preceptor module, 79.6 ± 4.3 vs. peer module, 79.4 ± 3.8 in the total OSCE score). Students' self-efficacy levels increased after remediation in both modules (both p-value <0.001), with no difference between the two modules. However, students' satisfaction level was higher in the preceptor module than in the peer module (80.1 ± 17.7 vs. 59.2 ± 25.1, p-value <0.001). Among students with poor baseline OSCE performance, a prominent increase in PPI scores was observed in the preceptor-based module.CONCLUSION:
Video-based remediation of patient encounters, either through preceptor review with one-on-one feedback or through private review with peer discussion, was equally effective in improving the OSCE scores and self-efficacy levels of medical students. Underperforming students can benefit from precepted video reviews for building PPI.Key words
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Peer Group
/
Physician-Patient Relations
/
Preceptorship
/
Students, Medical
/
Video Recording
/
Clinical Competence
Limits:
Female
/
Humans
/
Male
Language:
En
Journal:
Med Educ Online
Journal subject:
EDUCACAO
Year:
2024
Document type:
Article
Country of publication:
United States