Abstract
BackgroundOral presentations of clinical cases by medical students during medical rounds in hospital wards are a source of anxiety and little is known about how this anxiety can be alleviated. The objective of this study was to investigate whether video-based feedback of public oral presentations can reduce anxiety in 4th year medical students.MethodsMulticentre randomized study conducted in six intensive care units (ICU) and emergency departments (ED) in France over a 9-month period in 2012. One hundred and forty two 4th year medical students were randomized to two groups: intervention and control. Students in the intervention group were recorded while making an oral presentation of a patient during morning ward rounds, followed by video-based feedback. Students in the control group conducted presented classical oral presentations without being filmed and with no formal feedback. Anxiety levels during a public oral presentation were assessed using the Spielberger State Anxiety Inventory (STAI-S). The primary outcome was the difference in STAI-S scores between groups at the beginning and at the end of a 3-month ICU or ED internship.ResultsSeventy four students were randomized to the ‘video-based feedback’ group and 68 were randomized to the control group. In both groups, STAI-S scores were significantly lower after 3 months of internship. However, the reduction in STAI-S scores was significantly greater in the “video-based feedback” group than in controls (-9.2 ± 9.3 vs. –4.6 ± 8.2, p = 0.024. Compared to the control group, significantly fewer students with high-level anxiety were observed in the “video-based feedback” group after 3 months of internship (68 vs. 28%, p <0.001).ConclusionsCompared to “usual practice”, video-assisted oral feedback reduced anxiety and significantly decreased the proportion of students experiencing severe anxiety.
Highlights
Oral presentations of clinical cases by medical students during medical rounds in hospital wards are a source of anxiety and little is known about how this anxiety can be alleviated
Video-based feedback is already used in medicine, and good results [10,11,12] have been obtained in resuscitation of cardiac arrest [11,13] and surgical techniques using video-based feedback [14,15,16] have been shown to improve the efficacy of simulation-based teaching [17,18]
There is undisputed evidence supporting the efficacy of videobased feedback when teaching clinical skills, the specific value of video-based feedback to reduce the anxiety of medical students has not been previously investigated
Summary
Oral presentations of clinical cases by medical students during medical rounds in hospital wards are a source of anxiety and little is known about how this anxiety can be alleviated. The objective of this study was to investigate whether video-based feedback of public oral presentations can reduce anxiety in 4th year medical students. There is undisputed evidence supporting the efficacy of videobased feedback when teaching clinical skills, the specific value of video-based feedback to reduce the anxiety of medical students has not been previously investigated. We hypothesized that systematic videotape-assisted feedback, as a composite teaching tool, decreases the anxiety of medical students. To test this hypothesis, we evaluated whether the students’ anxiety was reduced after receiving feedback from videotaped oral presentations compared with “usual” oral presentations without formal feedback. We evaluated the students’ perceptions of this new educational tool
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