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首页> 外文期刊>BMC Medical Education >Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study
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Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study

机译：对医学教学中视频咨询会的反馈：为什么学生讨厌并喜欢它-基于焦点小组的定性研究

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Background Feedback on videotaped consultations is a useful way to enhance consultation skills among medical students. The method is becoming increasingly common, but is still not widely implemented in medical education. One obstacle might be that many students seem to consider this educational approach a stressful experience and are reluctant to participate. In order to improve the process and make it more acceptable to the participants, we wanted to identify possible problems experienced by students when making and receiving feedback on their video taped consultations. Methods Nineteen of 75 students at the University of Bergen, Norway, participating in a consultation course in their final term of medical school underwent focus group interviews immediately following a video-based feedback session. The material was audio-taped, transcribed, and analysed by phenomenological qualitative analysis. Results The study uncovered that some students experienced emotional distress before the start of the course. They were apprehensive and lacking in confidence, expressing fear about exposing lack of skills and competence in front of each other. The video evaluation session and feedback process were evaluated positively however, and they found that their worries had been exaggerated. The video evaluation process also seemed to help strengthen the students' self esteem and self-confidence, and they welcomed this. Conclusion Our study provides insight regarding the vulnerability of students receiving feedback from videotaped consultations and their need for reassurance and support in the process, and demonstrates the importance of carefully considering the design and execution of such educational programs.
机译：关于录像咨询的背景反馈是提高医学生咨询技能的有用方法。该方法变得越来越普遍，但仍未在医学教育中广泛实施。一个障碍可能是许多学生似乎认为这种教育方式是一种压力性的经历，并且不愿意参加。为了改善流程并使其更易于为参与者所接受，我们希望确定学生在制作和接收有关录像带咨询的反馈时可能遇到的问题。方法在基于视频的反馈会议之后，挪威卑尔根大学的75名学生中有19名参加了医学院最后学期的咨询课程，随后进行了焦点小组访谈。对该材料进行录音，转录并通过现象学定性分析进行分析。结果研究发现，有些学生在课程开始之前经历了情绪困扰。他们很忧虑，缺乏信心，对暴露在彼此面前缺乏技能和能力的恐惧。视频评估会议和反馈过程得到了积极的评估，他们发现自己的担心被夸大了。视频评估过程似乎也有助于增强学生的自尊心和自信心，他们对此表示欢迎。结论我们的研究提供了有关学生从录像咨询中获得反馈的脆弱性以及他们在过程中需要保证和支持的见解，并表明了认真考虑此类教育计划的设计和执行的重要性。

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