Videotaped Performances Research Articles

Children performance evaluation rubric in Greek dance. Reliability of scores

ABSTRACT The analytic rubric, consisting of eight criteria (dance identification, response to the rhythm of the dance, synchronization, step sequence, direction-schema and type of hand holding of the dance, body stance and position, quality characteristics of the movement, and expressiveness) and five performance levels for each (excellent, very good, moderate acceptable, marginally acceptable, not acceptable), aims at objectively and consistently illustrating the way in which one is dancing, regardless of who evaluates it (Pitsi, Digellidis and Philippou 2013). The purpose of the study was to examine the reliability of the dance performance rubric in students aged 10–12 years. Consequently, thirty-six students, in grades 5 and 6 of primary school, with an average 4-year experience at Greek dances, were examined in their ability to identify three Greek dances from their music, to respond to the rhythm of the dance with hand clapping and perform the kinetic form of each dance. The students were videotaped during the performance of the dances and evaluated through their videotaped performances. A re-evaluation was carried out two weeks after the first one so the possibility of repeating the evaluation by memory would be excluded. The raters were two dance experts with great experience. The findings are encouraging as to the reliability of the use of this rubric. The rubric, therefore, will enable dance teachers to get feedback to better design future learning experiences for maximum benefit to their students.

Rating accuracy, leniency, and rater perceptions when using the RPM and BARS

AbstractResearchers have argued that social‐comparative rating formats hold important psychometric advantages over traditional absolute ratings. We asked 152 participants to observe and assess the videotaped performance of individuals completing a task using a social‐comparative (Relative Percentile Method; RPM) and absolute rating (Behaviorally Anchored Rating Scale; BARS) formats. After collecting expert ratings on the same set of videos, we calculated accuracy indices and leniency. Additionally, we collected rater perceptions of accuracy and fairness for both formats. Our study revealed that the BARS was perceived as more accurate and fairer than the RPM. However, the RPM was found to be better at combating rater leniency. We discuss the implications of these findings.

A Customizable Digital Cognitive Aid for Neonatal Resuscitation: A Simulation-Based Randomized Controlled Trial.

Adherence to the International Liaison Committee on Resuscitation (ILCOR) algorithm optimizes the initial management of critically ill neonates. In this randomized controlled trial, we assessed the impact of a customizable sequential digital cognitive aid (DCA), adapted from the 2020 ILCOR recommendations, compared with a poster cognitive aid (standard of care [SOC]), on technical and nontechnical performance of junior trainees during a simulated critical neonatal event at birth. For this prospective, bicentric video-recorded study, students were recruited on a voluntary basis, and randomized into groups of 3 composed of a pediatric resident and two midwife students. They encountered a simulated cardiac arrest at birth either (1) with DCA use and ILCOR algorithm poster displayed on the wall (intervention group) or (2) with sole ILCOR algorithm poster (poster cognitive aid [SOC]). Technical and nontechnical skills (NTS) between the two groups were assessed using a standardized scoring of videotaped performances. A neonate specific NTS score was created from the adult Team score. 108 students (36 groups of three) attended the study, 20 groups of 3 in the intervention group and 16 groups of 3 in the poster cognitive aid (SOC) group. The intervention group showed a significant improvement in the technical score ( P < 0.001) with an average of 24/27 points (24.0 [23.5-25.0]) versus 20.8/27 (20.8 [19.9-22.5]) in poster cognitive aid (SOC) group. No nontechnical score difference was observed. Feedback on the application was positive. During a simulated critical neonatal event, use of a DCA was associated with higher technical scores in junior trainees, compared with the sole use of ILCOR poster algorithm.

Enhancing residents’ neonatal resuscitation competency through team-based simulation training: an intervention educational study

BackgroundNeonatal resuscitation training in a simulated delivery room environment is a new paradigm in pediatric medical education. The purpose of this research is to highlight team-based simulation as an effective method of teaching neonatal resuscitation to senior pediatric residents.MethodsIn an intervention educational study, we evaluated the impact of team-based simulation training in the development of neonatal resuscitation. A team consisting of a three-person group of senior pediatric residents performed neonatal resuscitation on a low-fidelity newborn simulator based on the stated scenario. Video-based structured debriefing was performed and followed by the second cycle of scenario and debriefing to evaluate the feasibility of conducting team-based simulation training in a lesser-resourced environment. Evaluation criteria included megacode scores which is a simulation performance checklist, pre-and post-test scores to evaluate residents’ knowledge and confidence, the survey checklist as a previously developed questionnaire assessing residents’ satisfaction, and debriefing from live and videotaped performances. Four months after the end of the training course, we measured the behavioral changes of the residents by conducting an OSCE test to evaluate post-training knowledge retention. Mean ± SD was calculated for megacode, satisfaction (survey checklist), and OSCE scores. Pre- and post-program gains were statistically compared. The first three levels of Kirkpatrick’s training effectiveness model were used to evaluate the progress of the program.ResultsTwenty-one senior residents participated in the team-based simulation. The mean ± SD of the megacode score was 35.6 ± 2.2. The mean ± SD of the overall satisfaction score for the evaluation of the first level of the Kirkpatrick model was 96.3 ± 3.7. For the evaluation of the second level of the Kirkpatrick model, the pre-posttest gain in overall confidence score had a statistically significant difference (P = 0.001). All residents obtained a passing grade in OSCE as an evaluation of the third level.ConclusionsTeam-based simulation training in neonatal resuscitation improves the knowledge, skills, and performance of pediatric residents and has a positive effect on their self-confidence and leadership skills. There is still a need to investigate the transfer of learning and abilities to real-life practice, and further research on cost-effectiveness and impact on patient outcomes is warranted.

Obliterating rating distortions: role of rater disposition and rating context

PurposeRecent performance appraisal (PA) literature suggests that alongside cognitive biases, rating distortions may stem from rater disposition and PA context. The study investigated the role of social value orientation (rater disposition), PA purposes and rater accountability (PA context) toward rating distortions at both performance levels, i.e. good and poor.Design/methodology/approachThe authors designed an experimental study and elicited data from N = 110 undergraduate students about two video-taped performances of good and poor performers. In these videos, two managers conducted assessment interviews of two different employees for the job of a sales representative at an information technology organization. To ensure the validity of performance ratings, the authors invited 10 senior managers to provide benchmark ratings of the video-taped performances. While being placed in two separate groups, the study participants gave performance ratings on both the video-taped performances. The authors used repeated-measures analysis to analyze data.FindingsThe results revealed that rating distortions took place not because of rater social value orientation, but the PA context. Different rating distortion patterns emerged for different levels of ratees' performance.Originality/valueThis study’s findings furnish new insights for assessing rating distortions for poor as well as good performers. Moreover, the results support previous findings that for good performers, accountable raters are tempted toward accurate ratings and refrained from deflation. Similarly, for poor performers, accountable raters do not inflate ratings. The findings will open research avenues to examine the role of PA purposes in rating distortions for different performance levels.

Interpersonal behavior in assessment center role‐play exercises: Investigating structure, consistency, and effectiveness

AbstractAlthough the behaviors displayed by assessees are the currency of assessment centers (ACs), they have remained largely unexplored. This is surprising because a better understanding of assessees’ behaviors may provide the missing link between research on the determinants of assessee performance and research on the validity of performance ratings. Therefore, this study draws on behavioral personality science to scrutinize the behaviors that assessees express in interpersonal AC exercises. Our goals were to investigate (a) the structure of interpersonal behaviors, (b) the consistency of these behaviors across AC exercises, and (c) their effectiveness. We obtained videotaped performances of 203 assessees who took part in AC role‐plays in a high‐stakes context. Apart from assessors’ performance ratings, trained experts also independently coded assessees on over 40 specific behavioral cues in these role‐plays (e.g., clear statements, upright posture, freezing). Results were threefold: First, the structure underlying behavioral differences in interpersonal AC exercises was represented by four broad behavioral constructs: agency, communion, interpersonal calmness, and intellectual competence. Second, assessees’ behaviors showed more consistency across exercises than performance ratings did. Third, the behaviors were related to role‐play performance and predicted future interpersonal performance. We discuss the theoretical and practical implications of this study's granular, behavior‐driven perspective.

Phyllis Diller and her fictional husband Fang

Legendary comic Phyllis Diller carved out a career in a male dominated field by goinginto spaces where women were not typically allowed. She created a stage persona thatgave her the ability to make fun of life and society. Part of her stage act was her fictional husband Fang and his cartoon-like family members including an obese mother, an alcoholic father, a scheming brother, a tooth-pick thin sister, a half-wit uncle, a midget cousin, and a slew of other family members of various design. Relying on Diller’s 52,000 joke cards archived at the Smithsonian Institution and her videotaped performances, this paper will track the history of Fang and his family and how they fit into the comedic work of Diller. A deep dive into Fang’s real and fictional history will reveal the complex worldview Diller imparts about husbands, marriage, and men in general and about American culture and life.

Development of a performance rubric for transanal endoscopic rectal purse-string sutures.

Placing a transanal endoscopic rectal purse-string suture (taEPS) is the crucial first component of transanal total mesorectal excision (taTME). However, no structured training is available to improve the procedure-specific skills for taEPS. The aim of this study was to create a performance rubric to improve taEPS skills and provide preliminary evidence for its validity. A performance rubric was created based on technical considerations for taEPS, identified by consulting with taTME surgical and performance assessment experts. Ten independent, blinded raters assessed 10 videotaped taEPS procedures of consecutive taTME cases, at National Cancer Center Hospital East (NCCHE), Chiba, Japan, in January 2018-March 2019 using the rubric and the Global Operative Assessment of Laparoscopic Skills (GOALS). Internal consistency and inter-rater reliabilities were calculated. Videotaped taEPS procedures were timed and assessed by the rubric. Correlation between rubric scores and suturing times were analyzed. The rubric consists of four items: loading the needle (LN), atraumatic needle passage (AP), planned suture path (PS), and overall performance (OA). Videotaped performances were graded on a 3-point Likert scale; scores were calculated as sums of the points. Cronbach's α for internal consistency was 0.713. Inter-rater reliabilities were LN: 0.73, AP: 0.76, PS: 0.71, and OA: 0.70. Rubric and GOALS scores were strongly correlated (r = 0.964, p < 0.001). In 112 consecutive taEPS performances, rubric scores were strongly correlated with suturing time (r = - 0.69, p < 0.001). Surgeons' experience with taTME was associated with rubric scores and suturing time. This study provides preliminary validation for the taEPS skill performance rubric. The rubric's structured training may facilitate skill acquisition by providing trainees with critical clinical considerations.

Video-Assisted Simulation Training in Burn Management: A Comparative Cohort Study on the Assessment of Technical and Non-technical Competencies

BackgroundWritten material remains one of the most common methods of education, however the current generation of learners may benefit from additional different media. In our study, we aim to quantify the effects of an innovative video instruction on subsequent resident performance in a burn patient simulation. MethodsFollowing IRB approval, 60 Plastic Surgery residents were randomly assigned to two groups. The control group (“non-video” group) (n = 30) was given only written material as preparation. The experimental group (“video” group) (n = 30) was provided access to video training materials in addition to the written material on technical and non-technical skills. Their videotaped performances on simulation were evaluated by a blinded surgical faculty member. The comparison of variables between the two groups was performed using a Mann-Whitney test for non-normal distributions of quantitative variables, and Fisher's Exact Probability test for qualitative data. Statistical significance was set at p < 0.05. ResultsCompared to the non-video group, the video group achieved significantly higher scores in the technical skills of assessment of breathing (p = 0.015), disability (p = 0.023), and exposure (p = 0.005) and in the non-technical skills of decision-making (p = 0.035). ConclusionsIn residents participating in burn patient simulations, video training in advance of the simulation significantly improved their assessments of breathing, disability, and exposure as well as decision-making. Our video is a valuable tool to enhance trainees’ technical and non-technical competencies in managing burn patient simulations.

Clinical Competence Assessed Using Simulation: Development of a Standardized Tool to Assess Nutrition-Focused Physical Exam Skill Competence for Registered Dietitian Nutritionists

ObjectiveThis study details development and testing of a tool designed to evaluate clinical competence by registered dietitian nutritionists (RDNs) on the nutrition-focused physical exam (NFPE). The process demonstrated in this study can be adapted for assessment of other clinical skills in competency-based education programs, such as Accreditation Council on Education in Nutrition and Dietetics’ Future Model of Dietetics Education. Design and SettingThe tool was tested for content validity, then used to assess the videotaped performance of the NFPE with standardized patients in a simulated clinical environment. ParticipantsSeven expert raters assessed the relevance of the tool's items for content validity. For other tests, the tool was used by 3 dietetics faculty to score a group of 18 RDNs. Variables and AnalysisContent validity was tested using the item-level Content Validity Index. Interrater reliability and internal consistency of the tool were calculated and assessed. ResultsThe interrater reliability results indicated excellent agreement between raters, both overall (kappa statistic = 0.86; 95% confidence interval, 0.86–0.87; P < 0.001) and on individual items. Cronbach α statistic was calculated at α = .91, indicating excellent internal consistency. ConclusionsThe tool represents an instrument that can assess competence in the NFPE among RDNs and may be used as a template for development of other competency-based education assessment tools.

Performance and Clinimetric Properties of the Timed Up From Floor Test Completed by Apparently Healthy Community-Dwelling Older Women.

Standing up from the floor is a demanding mobility activity with important implications. The purpose of this study was to describe performance and the clinimetric properties of the Timed Up From Floor (TUFF) test completed by apparently healthy community-dwelling older women. In this observational and methodological quality study, 52 community-dwelling women, 55 years and older, were examined. Convergent and discriminant validities were examined by analyzing the correlations of TUFF test times with other mobility variables and emotional status, respectively. Validity was further examined by comparing TUFF times between age groups and fall risk groups. Interrater reliability of the TUFF test was established by comparing the times obtained by 3 raters observing the same videotaped performances. Test-retest reliability was determined by having the same 3 raters observe videos of the same participants performing the TUFF test during a second session 1 week later. The grand mean (SD) TUFF time measured by all testers on the first day was 5.8 (2.9) seconds. Convergent validity was demonstrated by significant negative (P < .001) Spearman correlations between the TUFF test and the Physical Functioning Scale of the 36-Item Short Form Health Survey (SF-36) (-0.69), usual gait speed (-0.48), fast gait speed (-0.74), and the 30-second sit-to-stand test (-0.46). Discriminant validity was indicated by a low and nonsignificant correlation (0.17) between the TUFF test and the SF-36 Emotional Well-being Scale. Known-groups validity was supported by a significant difference in the TUFF test times of 2 age groups (P = .02) and 2 fall risk groups (P < .001). The TUFF test was determined to have excellent relative interrater reliability (intraclass correlation coefficient [ICC] of 0.99) and absolute reliability (minimal detectable change [MDC95%] of 0.8 seconds). Relative test-retest reliability was excellent with ICCs of 0.88 to 0.92. Corresponding MDC95% values were large (2.4-2.8 seconds and 40.7%-45.9%). The TUFF test is an informative, reliable, and valid tool suitable for documenting mobility limitations in independent community-dwelling older women. More information regarding responsiveness is required.

Development of a Grading Rubric to Assess Learning in Pediatric Physical Therapy Education.

The purpose of this perspective article is to describe the development and potential use of a grading rubric to assess pediatric psychomotor and clinical reasoning skills in professional pediatric physical therapist students. Feedback from focus groups made up of pediatric physical therapy educators informed development of the rubric. In addition, preliminary reliability and feasibility of the rubric were evaluated using videotaped student performance on a related pediatric case. Pilot data suggest a range of reliability between slight and moderate across the components of the rubric. Both the case and the rubric are included as appendices, and recommendations are provided for implementation and for future research.

Assessing Japanese teachers\u2019 classroom English \u201cinternationally\u201d: implications for the development of classroom English language benchmarks in Japan

BackgroundThis study aims to develop a low-stakes assessment tool to establish a classroom English language benchmark that Japanese teachers of English can use for their own professional development purposes. To start with, we describe the differences between CLA (Classroom Language Assessment) in Hong Kong and the IDS (Integrative Diagnostic Scale) in Japan with regard to agenda, characteristics, and implementation. Then, we report findings made from both of these assessment types and from a group discussion we had in order to clarify the rationale behind the CLA experts’ assessment.MethodsThe participants of the present study consisted of two groups: (1) four project members of the IDS in Japan and (2) two CLA raters in Hong Kong. Following an initial assessment of videotaped performances by the IDS developers (based on the IDS benchmark) and assessment of the same videotaped performance by the CLA experts (based on the CLA), a follow-up focus-group discussion between the IDS developers and the CLA experts was held.ResultsThe results of the study offer some evidence to support the thesis that a classroom English benchmark helps capture aspects of classroom English language proficiency that are indispensable for students’ language acquisition. Accordingly, on the basis of the findings, suggestions for further revisions of the IDS were made.ConclusionThe study showed that, with some revisions, the IDS can be an apt professional development tool through which Japanese teachers of English can improve their classroom English proficiency. It also suggested that more research is needed to contextualize the IDS as such a professional tool more fully.

A Randomized Comparison of 2 Robotic Virtual Reality Simulators and Evaluation of Trainees' Skills Transfer to a Simulated Robotic Urethrovesical Anastomosis Task

To determine, via a randomized comparison study, whether robotic simulator-acquired skills transfer to performance of a urethrovesical anastomosis (UVA) on a 3-dimensional-printed bladder model using the da Vinci Robot. Medical students, surgical residents, and fellows were recruited and divided into 2 groups: Group 1 (G1) (junior trainees) and Group 2 (G2) (senior trainees). Participants were randomized to identical simulator training curricula on the dV-Trainer (dV-T) or da Vinci Surgical Skills Simulator (dVSSS). Participants then completed a UVA task on a 3-dimensional-printed bladder model using the da Vinci robot. Three blinded expert robotic surgeons rated videotaped performances of the UVA task using validated assessment tools, namely, the Global Evaluative Assessment of Robotic Skills (GEARS; overall procedure) and Robotic Anastomosis Competence Evaluation (RACE; specific to UVA). Thirty-nine participants (G1 = 23 and G2 = 16) completed the study. Participants in G2 had significantly more simulation and surgical experience compared with G1 (P <.05). UVA scores of the dVSSS group were higher compared with dV-T (GEARS: P = .09; RACE: P = .01). In the G1 cohort, dVSSS scores were significantly higher than dV-T (GEARS: P = .01; RACE: P <.01). In the G2 cohort, scores were statistically similar (GEARS: P = .32; RACE: P = .91). Compared with the dV-T, the dVSSS training led to superior GEARS and RACE scores for performance of the UVA task in junior trainees, but not in senior trainees. The dVSSS can be used to improve surgical skills acquisition in less experienced trainees in a safe and effective manner.

Improving Interprofessional Communication Utilizing Obstetric Simulation Training

BACKGROUND: Effective interprofessional communication requires clear, concise, and respectful participation from each provider. Simulation has been shown to improve teamwork and patient safety in nonobstetric fields. Whether the benefit of interdisciplinary participation in simulation extends to the obstetric population is unknown. METHODS: We conducted a prospective educational trial involving obstetric residents and L&amp;D nurses. Participants were administered a pretest examining their perception of interprofessional communication and cooperation with responses measured on a Likert scale. Participants then underwent an obstetric simulation, watched their video-taped performance, participated in a structured debrief and educational session, and then repeated the simulation. Following the simulation, they were administered a posttest to assess changes in their perception of communication and cooperation. RESULTS: Eighteen L&amp;D nurses and 17 obstetric residents participated in the trial. Following simulation, participants were more likely to report that they feel respect from other providers (P=.0087), use closed-loop communication (P&lt;.001), designate a clear leader (P=.0009), read back verbal orders (P=.0002), conduct a nonaccusatory debrief (P=.0491), and view both their communication and communication from others as clear and effective (P=.0043 and P=.0042, respectively). DISCUSSION: Obstetric simulation can be used to improve effective interprofessional communication and cooperation. Continued use of interdisciplinary simulation in obstetrics should be encouraged to promote a commitment to patient safety.

Interdisciplinary Obstetric Simulation for Common Obstetric Emergencies

BACKGROUND: Duty hour restrictions limit trainee exposure to obstetric emergencies. Additionally, nursing turnover creates an area of need for increased education for preparation for these emergencies. Simulation has been used to improve physician performance, communication, and medical documentation; however, whether these benefits extend to all providers is understudied. METHODS: We conducted a quasi-randomized prospective educational trial targeted toward L&amp;D nurses with less than 2 years' experience and junior obstetric residents. Participants were exposed to a pretest examining their knowledge (multiple choice, yes/no, free text responses) and comfort level (measured utilizing the Likert scale) with three common obstetric emergencies: shoulder dystocia, emergency cesarean delivery, and eclampsia. Participants underwent a simulation of one of the scenarios, watched their video-taped performance, participated in a debrief and educational session, and then repeated the simulation. Participants were administered a posttest following the simulation. RESULTS: Eighteen L&amp;D nurses and 17 obstetric residents participated. Examination of the pre- and posttest results revealed improvements in the comfort level with shoulder dystocia maneuvers (P=.0178), communication during a shoulder dystocia (P=.0339), medical management of an eclamptic seizure (P=.0190), and knowledge of how to appropriately administer magnesium to an eclamptic patient without an IV (P=.0047). DISCUSSION: Interdisciplinary collaboration through the use of obstetric simulation can be utilized to improve knowledge and comfort necessary for the management of obstetric emergencies for both obstetric residents and L&amp;D nurses.

Establishing meaningful benchmarks: the development of a formative feedback tool for advanced laparoscopic suturing.

Time and accuracy are commonly used metrics to assess laparoscopic skills in a simulated environment. However, they do not provide trainees with meaningful information about how to improve their skills. The objective of this study was to provide preliminary validity evidence for the creation a formative feedback tool (FFT) for advanced laparoscopic suturing skills. Videotapes of senior surgical residents (PGY3-5; SRs) and minimally invasive surgeons (MIS) performing 3 advanced laparoscopic suturing tasks were analyzed: needle handling (NH), suturing under tension (UT), and continuous suturing (CS). A FFT was created based on a grounded theory analysis of interviews with MIS surgeons about the key technical aspects of each task. The FFT was used to assess the videotaped performances of SRs and MIS surgeons by two blinded independent raters. The FFT is composed of three parts: NH contains 10 items, UT 18, and CS 20. Each item was classified according to seven key surgical principles: depth perception, safety, bimanual dexterity, exposure, tissue handling, instrument manipulation, and forward planning. The videotaped performance of SR and MIS surgeons was graded on a 3-point Likert scale ("does well," "needs some improvement," and "does poorly") and scores were calculated as a sum of the points. ICCs for all three tasks were high (NH 0.90, UT 0.87, and CS 0.90). FFT score correlated strongly with combined time and accuracy measurements for UT (0.82, p<0.01) and CS (0.81, p<0.01), and moderately for NH (0.65, p<0.01). MIS surgeons performed significantly better than SRs on UT (p=0.02) and CS (p=0.05), while scores on NH were similar (p=0.57). A comprehensive tool for providing feedback about advanced laparoscopic suturing skills was developed. The FFT demonstrates evidence for validity as a measure of suturing skills and experience, and provides meaningful information to trainees about how to improve their skills and engage in more deliberate and efficient practice.

A Prototype Public Speaking Skills Assessment: An Evaluation of Human‐Scoring Quality

The purpose of this paper is to summarize the evaluation of human‐scoring quality for an assessment of public speaking skills. Videotaped performances given by 17 speakers on 4 tasks were scored by expert and nonexpert raters who had extensive experience scoring performance‐based and constructed‐response assessments. The Public Speaking Competence Rubric was used to score the speeches. Across all of the dimensions of presentation competence, interrater reliability between expert and nonexpert raters ranged between .23 and .71. The dimensions of public speaking competence associated with the lowest interrater reliability were effectual persuasion and word choice (.41 and .23, respectively). Even expert raters, individuals with a background in teaching and evaluating oral communication, had difficulty agreeing with one another on those dimensions. Low‐inference dimensions such as visual aids and vocal expression were associated with much higher levels of interrater reliability, .65 and .75, respectively. The holistic score was associated with an interrater reliability of .63. These results point to the need for a significant investment in task, rubric, and training development for the public speaking competence assessment before it can be used for large‐scale assessment purposes.

Interactions among Collective Spectators Facilitate Eyeblink Synchronization.

Whereas the entrainment of movements and aspirations among audience members has been known as a basis of collective excitement in the theater, the role of the entrainment of cognitive processes among audience members is still unclear. In the current study, temporal patterns of the audience’s attention were observed using eyeblink responses. To determine the effect of interactions among audience members on cognitive entrainment, as well as its direction (attractive or repulsive), the eyeblink synchronization of the following two groups were compared: (1) the experimental condition, where the audience members (seven frequent viewers and seven first-time viewers) viewed live performances in situ, and (2) the control condition, where the audience members (15 frequent viewers and 15 first-time viewers) viewed videotaped performances in individual experimental settings (results reported in previous study.) The results of this study demonstrated that the mean values of a measure of asynchrony (i.e., D interval) were much lower for the experimental condition than for the control condition. Frequent viewers had a moderate attractive effect that increased as the story progressed, while a strong attractive effect was observed throughout the story for first-time viewers. The attractive effect of interactions among a group of spectators was discussed from the viewpoint of cognitive and somatic entrainment in live performances.

Experiential Faculty Development Program: Using Objective Structured Clinical Examinations (OSCEs) to Assess and Reinforce Practicing Physiciansʼ Patient-Centered Care Skills

Introduction: Effective patient-centered communication in a physician-patient relationship is challenging, and these skills may need reinforcement as faculty progress in their career. Formal curricula to assess and enhance patient-centered care skills are lacking for practicing physicians. Methods: Eight GI faculty participated in an IRB-approved pilot program which included a four-station OSCE: 1) “Breaking Bad News” - a fatalistic patient undergoes a screening colonoscopy and is found to have a likely malignancy; 2) “Apologizing for a Complication” - a patient who mistrusts the medical system has a perforation during a screening colonoscopy; 3) “Geriatric IBD Case” - an elderly patient newly diagnosed with IBD requires complex outpatient care at the time of discharge; 4) “Giving Sign-Out” - a clinically depressed colleague with alcohol dependence is in crisis upon arrival for her shift. Trained standardized patients/physicians (SPs) assessed the faculty's performance using a previously validated behaviorally anchored checklist. Immediately following each case, the SP provided verbal feedback to the participant. Faculty completed a survey after each encounter about the relevance of the scenarios. Each station was videotaped, and faculty reviewed and assessed their videotaped performance using checklists. All participants completed pre- and post-OSCE surveys. Results: 25% of faculty participants have been in practice for 10+ years, 25% for 6-10 years, and 50% for 1-5 years. 5/8 participants strongly agreed that faculty development program initiatives are a worthwhile endeavor prior to the OSCE, compared with 8/8 post-OSCE. Pre-OSCE, 75% strongly agreed that faculty development programs serve a personal and professional benefit, compared with 100% postintervention. Pre-OSCE, only 2/8 agreed that OSCEs are a worthwhile method of learning, compared with 7/8 strongly agreeing with this attestation post-OSCE. Close to 90% would recommend this faculty development OSCE to their colleagues. Data on the SPs' assessment of faculty performance, and the faculty's self-assessment, are pending. Conclusion: This experiential faculty development pilot program using performance-based assessment and self-review was very well-received, and has potential to be expanded as a formal curriculum for all faculty in clinical academic practice.