Objective To determine the impact of scenario-based lecture and personalized video feedback on anesthesia residents'communication skills during preoperative visits.Methods A total of 24 anesthesia residents were r...Objective To determine the impact of scenario-based lecture and personalized video feedback on anesthesia residents'communication skills during preoperative visits.Methods A total of 24 anesthesia residents were randomly divided into a video group and a control group.Residents in both groups took part in a simulated interview and received a scenario-based lecture on how to communicate with patients during preoperative visits.Afterwards,residents in the video group received personalized video feedback recorded during the simulated interview.One week later all the residents undertook another simulated interview.The communication skills of all the residents were assessed using the Consultation and Relational Empathy measure(CARE)scale by two examiners and one standardized patient(SP),both of whom were blinded to the group allocation.Results CARE scores were comparable between the two groups before training,and significantly improved after training in both groups(all P<0.05).The video group showed significantly greater increase in CARE score after the training than the control group,especially assessed by the SP(t=6.980,P<0.001).There were significant correlations between the examiner-assessed scores and SP-assessed scores(both P=0.001).Conclusion Scenario-based lectures with simulated interviews provide a good method for training communication skills of anesthesia residents,and personalized video feedback can enhance their performance on showing empathy during preoperative interview.展开更多
Purpose-This commentary aims to echo Wilkinson,Bailey,and Maher’s(this volume)arguments about the affordances of videos and video databases in studying learning and teaching.Design/Approach/Methods-This article illus...Purpose-This commentary aims to echo Wilkinson,Bailey,and Maher’s(this volume)arguments about the affordances of videos and video databases in studying learning and teaching.Design/Approach/Methods-This article illustrates a multivocal approach to the videos from the Video Mosaic Collaborative(VMC).In particular,three mathematics teachers in Shanghai were invited to watch and discuss a set of VMC videos.Two recurring themes concerning mathematics learning and teaching were identified in this video-cued interview and discussed in relation to the VMC Analytics.Findings-The VMC videos played a mediating and facilitating role in the interview,helping the teachers notice and reflect on the mundane,implicit culture practices.Based upon this analysis,I argue that to tap into the potential of video in educational research,we need to see videos as more than data and look for more possibilities of using them.Originality/Value-To open and further research dialogues,this article discusses future directions of using videos in educational research and serves as an invitation to creative explorations,in-depth conversations,ethical reflections,and cross-cultural collaborations on the use of videos in education.展开更多
基金National High Level Hospital Clinical Research Fund(2022-PUMCH-C-011).
文摘Objective To determine the impact of scenario-based lecture and personalized video feedback on anesthesia residents'communication skills during preoperative visits.Methods A total of 24 anesthesia residents were randomly divided into a video group and a control group.Residents in both groups took part in a simulated interview and received a scenario-based lecture on how to communicate with patients during preoperative visits.Afterwards,residents in the video group received personalized video feedback recorded during the simulated interview.One week later all the residents undertook another simulated interview.The communication skills of all the residents were assessed using the Consultation and Relational Empathy measure(CARE)scale by two examiners and one standardized patient(SP),both of whom were blinded to the group allocation.Results CARE scores were comparable between the two groups before training,and significantly improved after training in both groups(all P<0.05).The video group showed significantly greater increase in CARE score after the training than the control group,especially assessed by the SP(t=6.980,P<0.001).There were significant correlations between the examiner-assessed scores and SP-assessed scores(both P=0.001).Conclusion Scenario-based lectures with simulated interviews provide a good method for training communication skills of anesthesia residents,and personalized video feedback can enhance their performance on showing empathy during preoperative interview.
基金This study was funded by Peak Discipline Construction Project of Education at East China Normal University.
文摘Purpose-This commentary aims to echo Wilkinson,Bailey,and Maher’s(this volume)arguments about the affordances of videos and video databases in studying learning and teaching.Design/Approach/Methods-This article illustrates a multivocal approach to the videos from the Video Mosaic Collaborative(VMC).In particular,three mathematics teachers in Shanghai were invited to watch and discuss a set of VMC videos.Two recurring themes concerning mathematics learning and teaching were identified in this video-cued interview and discussed in relation to the VMC Analytics.Findings-The VMC videos played a mediating and facilitating role in the interview,helping the teachers notice and reflect on the mundane,implicit culture practices.Based upon this analysis,I argue that to tap into the potential of video in educational research,we need to see videos as more than data and look for more possibilities of using them.Originality/Value-To open and further research dialogues,this article discusses future directions of using videos in educational research and serves as an invitation to creative explorations,in-depth conversations,ethical reflections,and cross-cultural collaborations on the use of videos in education.
