Trial reportEuropean journal of trauma and emergency surgery : official publication of the European Trauma Society2017
The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training.
Trial report in European journal of trauma and emergency surgery : official publication of the European Trauma Society, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Interventions for improving medical students' interpersonal communication in medical consultations.The Cochrane database of systematic reviews · 2021Pooled it
- Effectiveness of Digital Education on Communication Skills Among Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration.Journal of medical Internet research · 2019Pooled it
- Virtual patients versus small-group teaching in the training of oral and maxillofacial surgery: a randomized controlled trial.BMC medical education · 2019Trial
- Use of Digital Technology for Developing Communication Skills in Undergraduate and Postgraduate Medical Education: Scoping Review.JMIR medical education · 2026Article
- [Success factors and obstacles in the implementation of competence-oriented teaching in surgery].Chirurgie (Heidelberg, Germany) · 2024Article
- Improving surgical skills with feedback: directly-observed versus video-recorded practice.BMC medical education · 2023Article
- Exploring healthcare workers' perspectives of video feedback for training in the use of powered air purifying respirators (PAPR) at the onset of the COVID-19 pandemic.BMC medical education · 2022Article
- Article
- Fundamental underpinnings of simulation education: describing a four-component instructional design approach to healthcare simulation fellowships.Advances in simulation (London, England) · 2021Article
- Multi-source evaluation of an educational program aimed at medical students for interviewing/taking the clinical history using standardized patients.GMS journal for medical education · 2021Observational
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeFeedback can significantly improve future performance. Reviewing one's performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context.
methodsFourth-year medical students completed a 210-min training unit of 'taking patient's history and obtaining informed consents prior to surgery' using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario.
resultsOne-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations (p < 0.001), in all five assessed communicative competencies at taking patient history (p = 0.029 or better), and in 2 of 5 items at obtaining informed consent (p = 0.008, <0.001). The educational effect size for both tasks was large.
conclusionUsing our methodology, video-assisted feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context.
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Identifiers
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Registered trials
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