ABSTRACT
Thus study aimed to test the hypothesis that positive emotion can quell or undo the lingering worry and rumination following induced negative emotion. 32 female students in grade 1 of high school were randomly recruited and assigned in two experimental and control groups. They completed questionnaires in a pretest that are listed herewith: [1] Rumination questionnaire; [2] Two scales of the big five factorial questionnaire [extraversion-introversion; [3] MMPI2; [4] Penn-state worry questionnaire. Then for the first group a sad movie, for the second group a cheerful movie, and for the third group a neutral movie was played, and the fourth group remained without intervention. Next day, all the group members completed the worry and rumination questionnaire again. Research findings were analyzed using covariance analysis and multivariate analysis of variance [MANOVA]. Those participants whose attention was turned toward the cheerful movie recovered from negative emotions [rumination and worry] more than those who saw either a neutral or sad movie or remained without intervention. Positive emotion is effective on negative emotion like worry and rumination. This effect is called the undoing effect of positive emotions
ABSTRACT
Introduction: There are methodological challenges on the subject of communication skills training despite general agreement on its advantages. This study was performed to compare the effect of communication skills training through video feedback with the usual method of lecture
Methods: This quasi-experimental double-blind prospective study was performed on two groups of 20 interns in the year 2005 in Isfahan University of Medical Sciences. First, both groups received education through lecture and immediately were tested by OSLER [Objective Structured Long Examination Record]. Then the video feedback was played for the experiment group. Two months later, the same examination was performed for the both groups. The result was analyzed by SPSS software using Mann-Whitney, Wilcoxon, and chi[2] tests
Results: No significant difference was observed between two groups considering gender, age, and the number of internship months. Scores achieved on OSLER-I revealed no significant difference between the two groups but, the discrepancy in OSLER-II was significant. The difference between scores of OSLER-I and OSLER-II was significant in the experiment group and insignificant in the control group. A significant difference was discovered in history-taking skill, physical examination, diagnosis, and treatment, before and after participation in the workshop in the experiment group
Conclusion: Communication skills training through video feedback improved interns' skills for history taking and physical examination. It also enhanced the accuracy of diagnosis and treatment. Emphasizing on necessity of communication skills training, it is also recommended to pay attention to advantages of video feedback method as an educational approach