Evaluating Simulated Consultation Videos in Teaching Patient-Centered General Practice

Merete Jorgensen,Klaus Witt,Marjukka Makela

doi:10.15694/mep.2020.000033.1

Abstract

This article was migrated. The article was not marked as recommended. Introduction: In the General Practice course at Copenhagen University, students are taught the patient-centered consultation. The aim of this study is to evaluate the feasibility of a new method for measuring the effect of this teaching and of adding access to simulated consultation videos to usual teaching. Methods: The University assigned 293 final-semester students to three groups: a Control group with usual curriculum, an Access group that watched simulated consultation video clips online and a Teaching group where the video clips were discussed in teaching sessions. The outcome was change in students' ability to identify patient-centered elements in a test video, measured with a questionnaire before and after the course. Results: An overall teaching effect was observed, which was most apparent in communication items such as making a contract about the topic for the consultation and summarizing. Changes in clinical items and general issues were small. Conclusion: A tool formeasuring the effect of teaching general practice consultation skills combining a test video and questionnaire is presented. Topics needing to be highlighted in teaching could be identified using the tool.

Highlights

In the General Practice course at Copenhagen University, students are taught the patient-centered consultation
At the University of Copenhagen, the patient-centered consultation as defined by Levenstein and Brown is taught during the final semester clinical course in general practice (Levenstein et al, 1986) (Brown et al, 1986)
The course in general practice is based on these two learning principles

Summary

Introduction

In the General Practice course at Copenhagen University, students are taught the patient-centered consultation. At the University of Copenhagen, the patient-centered consultation as defined by Levenstein and Brown is taught during the final semester clinical course in general practice (Levenstein et al, 1986) (Brown et al, 1986). The teaching is based on the experiential learning model, which has been found effective (Mc Leod, 2010) This model demonstrates a continuous learning process with four basic elements: concrete experience, observation and reflection, forming abstract concepts and testing skills in new situations (Kolb and Kolb, 2012).Students at the course are between 25 and 30 years old and adults. The teaching should focus on adding to their pre-existing knowledge and skills It must be practical and centered on problem solving instead of memorizing content (Knowles, 1980). The course in general practice is based on these two learning principles

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Discussion

Conclusion