Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion
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...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Medical Education Online |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2024.2392428 |
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| author | Kye-Yeung Park Ye Ji Kang Hoon-Ki Park Hwan-Sik Hwang |
| author_facet | Kye-Yeung Park Ye Ji Kang Hoon-Ki Park Hwan-Sik Hwang |
| author_sort | Kye-Yeung Park |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-5d865c31f126474c8f39f4ee6fbbdd79 |
| institution | Kabale University |
| issn | 1087-2981 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj-art-5d865c31f126474c8f39f4ee6fbbdd792024-11-29T14:20:59ZengTaylor & Francis GroupMedical Education Online1087-29812024-12-0129110.1080/10872981.2024.2392428Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussionKye-Yeung Park0Ye Ji Kang1Hoon-Ki Park2Hwan-Sik Hwang3Department of Family Medicine, Hanyang University College of Medicine, Seoul, KoreaDepartment of Medical Education, Hanyang University College of Medicine, Seoul, KoreaDepartment of Family Medicine, Hanyang University College of Medicine, Seoul, KoreaDepartment of Family Medicine, Hanyang University College of Medicine, Seoul, KoreaBackground 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.https://www.tandfonline.com/doi/10.1080/10872981.2024.2392428Feedbackobjective structured clinical examinationpeerpreceptorremediationvideo |
| spellingShingle | Kye-Yeung Park Ye Ji Kang Hoon-Ki Park Hwan-Sik Hwang Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion Medical Education Online Feedback objective structured clinical examination peer preceptor remediation video |
| title | Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion |
| title_full | Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion |
| title_fullStr | Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion |
| title_full_unstemmed | Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion |
| title_short | Exploring effective video-review strategies of patient encounters for medical students: precepted review versus peer discussion |
| title_sort | exploring effective video review strategies of patient encounters for medical students precepted review versus peer discussion |
| topic | Feedback objective structured clinical examination peer preceptor remediation video |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2024.2392428 |
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