The Effect of Recorded Video Monitoring on Students' Self Reflection of Patient–Physician Interaction / 의학교육논단
Korean Medical Education Review
;
(3): 83-89, 2017.
Article
in Korean
| WPRIM
| ID: wpr-760399
ABSTRACT
The aim of this study is to examine the effect of recorded video monitoring on students' self-reflection after completing their clinical performance examination. Taking into account the particular cases involved in the examination, the present study utilized history-taking, physical examination, and patient education as bases for evaluating information-establishment ability, and asking, listening, understanding, explaining, and connectedness as the bases for evaluating patient-physician interaction ability. Student self-monitoring through recorded video feedback was carried out three days after completion of their clinical performance examination. Students self-evaluated their performance with a 10-point scale before and after self-monitoring. The results of this study show that students have a general tendency to lower their own self-evaluation scores after self-monitoring. Although there was not a statistically significant change of interrelationship in the information-establishment ability evaluation, there was a meaningful change of interrelationship in the patient-physician interaction ability evaluation after self-monitoring; specifically, in the case of acute lower abdominal pain, a high correlation was found (r=0.31, p=0.02) between the evaluation scores of standardized patients and students related to patient-physician interaction ability. This implies that self-monitoring enables the students to acquire a reflective viewpoint from which to evaluate their own performance. Therefore, it can be said that self-monitoring through recorded video feedback is a valuable method for students to use in reviewing their performance in patient-physician interactions.
Full text:
Available
Index:
WPRIM (Western Pacific)
Main subject:
Physical Examination
/
Physician-Patient Relations
/
Self-Assessment
/
Abdominal Pain
/
Patient Education as Topic
/
Patient Simulation
/
Diagnostic Self Evaluation
/
Methods
Type of study:
Diagnostic study
Limits:
Humans
Language:
Korean
Journal:
Korean Medical Education Review
Year:
2017
Type:
Article
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