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The value of videotape in mock oral board examinations.

机译：录像带在模拟口试中的价值。

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OBJECTIVE: To determine the impact on self-perception, of having residents view their own performance (taped) on mock oral board examinations. DESIGN: Self-evaluation-intervention-self-evaluation design. Third-, fourth-, and fifth-year residents evaluated themselves after each examination(room) during mock oral examinations. Residents reviewed the examination on videotape and re-evaluated themselves. SETTING: University Medical Center. PARTICIPANTS: Twenty surgical residents from the third, fourth, and fifth years of training. MAIN OUTCOME MEASURES: Mean scores in 6 categories based on a 5-point Likert scale. Scores by examiners plus pre- and post-video viewing self-scores were compared. RESULTS: We found that residents consistently underestimated their performance on the examination. Viewing their videotapes resulted in revised self-scores, which were more consistent with scores of the examiners. All scores will be presented in sequence as follows: Mean score by examiners, mean self-score pre-tape viewing and mean self-score post-tape viewing. For professionalism, scores were 4.63, 4.15, and 4.43, p = 0.047. For organization, 3.91, 3.27, and 3.63, p = 0.007. For decision making, 4.02, 3.42, and 3.72, p = 0.033. P-values reflect the comparison of resident self-scores pre- and post-tape viewing. Analysis of variance comparison of scores in various rooms (different examiners) revealed no significant difference in scores based on rooms (different examiners). Evaluations according to rooms (different examiners) were not statistically different, supporting inter-rater reliability. There was consistent improvement in knowledge and decision making with advanced years of training, supporting internal validity of the examination. CONCLUSIONS: Videotape viewing results in revised resident self-scores, which are more consistent with scores given by the examiners. Tape viewing significantly affected resident self-scores in professionalism, organization, and decision-making.
机译：目的：为了确定对自我认知的影响，让居民在模拟口试中查看自己的表现（录音）。设计：自我评估干预自我评估设计。三年级，四年级和五年级居民在模拟口试中每次检查（房间）后都要进行自我评估。居民们对录像带进行了检查，并对自己进行了重新评估。地点：大学医学中心。参与者：第三，第四和第五年培训的20名外科住院医师。主要观察指标：基于5点李克特量表的6类平均得分。比较了考官的分数以及视频前后的观看自我得分。结果：我们发现居民在考试中一直低估了他们的表现。查看他们的录像带会导致修订后的自我评分，这与考官的分数更为一致。所有分数将按以下顺序显示：考官的平均分数，平均磁带前观看的自我评分和平均磁带后观看的自我得分。对于专业水平，得分分别为4.63、4.15和4.43，p = 0.047。对于组织，分别为3.91、3.27和3.63，p = 0.007。对于4.02、3.42和3.72，p = 0.033。 P值反映了录像带观看前后居民自我得分的比较。在不同房间（不同检查者）中得分的方差比较分析表明，基于房间（不同检查者）的得分没有显着差异。根据房间（不同的检查员）进行的评估在统计上没有差异，支持评估者之间的可靠性。通过高级培训，知识和决策水平得到了持续改善，从而支持考试的内部有效性。结论：录像带观看产生了修订后的居民自我评分，与考官给出的分数更加一致。观看磁带严重影响了居民在专业性，组织和决策方面的自我得分。

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