The Effect of Recorded Video Monitoring on Students' Self Reflection of Patient–Physician Interaction
- Author:
Misun JU
1
;
Jiyeong HWANG
;
Jaemyung KIM
;
Jaeku KANG
Author Information
1. Department of Medical Humanities, Konyang University College of Medicine, Daejeon, Korea. jaeku@konyang.ac.kr
- Publication Type:Original Article
- Keywords:
Feedback;
Patient simulation;
Physician-patient relations;
Self-assessment
- MeSH:
Abdominal Pain;
Diagnostic Self Evaluation;
Humans;
Methods;
Patient Education as Topic;
Patient Simulation;
Physical Examination;
Physician-Patient Relations;
Self-Assessment
- From:
Korean Medical Education Review
2017;19(2):83-89
- CountryRepublic of Korea
- Language:Korean
-
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.
