Applying the Verona coding definitions of emotional sequences (VR-CoDES) to code medical students’ written responses to written case scenarios: Some methodological and practical considerations

Abstract

ObjectiveTo investigate whether the Verona Coding Definitions of Emotional Sequences to code health providers’ responses (VR-CoDES-P) can be used for assessment of medical students’ responses to patients’ cues and concerns provided in written case vignettes. MethodsStudent responses in direct speech to patient cues and concerns were analysed in 21 different case scenarios using VR-CoDES-P. ResultsA total of 977 student responses were available for coding, and 857 responses were codable with the VR-CoDES-P. In 74.6% of responses, the students used either a “reducing space” statement only or a “providing space” statement immediately followed by a “reducing space” statement. Overall, the most frequent response was explicit information advice (ERIa) followed by content exploring (EPCEx) and content acknowledgement (EPCAc). DiscussionVR-CoDES-P were applicable to written responses of medical students when they were phrased in direct speech. The application of VR-CoDES-P is reliable and feasible when using the differentiation of “providing” and “reducing space” responses. Communication strategies described by students in non-direct speech were difficult to code and produced many missings. Practice implicationsVR-CoDES-P are useful for analysis of medical students’ written responses when focusing on emotional issues. Students need precise instructions for their response in the given test format.