gms | German Medical Science

4th Research in Medical Education (RIME) Symposium 2015

19.03-21.03.2015, München

Fostering competencies in medical education with video-based worked-out examples

Meeting Abstract

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4th Research in Medical Education (RIME) Symposium 2015. München, 19.-21.03.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. DocS2B6

doi: 10.3205/15rime29, urn:nbn:de:0183-15rime294

Veröffentlicht: 12. März 2015

© 2015 Zirn et al.
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Gliederung

Text

An important competence of medical doctors is the communication with patients, especially in breaking bad news (BBN) situations. Worked-out examples have been successfully applied to support acquisition of skills. Video-based worked-out examples have been found beneficial especially when no predetermined solution is available. Theoretical approaches on learning through observation predict that observing models similar to the observer and of high subjective status have positive effects on skill acquisition. Recent research provide, in addition, evidence that erroneous worked-out examples can have positive effects on skill acquisition as well. We conducted a series of three studies to evaluate the implementation of video-based worked examples to facilitate communication skills in the context of BBN situations. The three studies examined whether

1.
the implementation of video-based worked examples has positive effects on skill acquisition (N=105),
2.
erroneous worked-out examples have positive effects on skill acquisition (N=61), and
3.
whether status of the model has a positive effect on skill acquisition (N=71).

In each study, medical students learned the complex skill of delivering a cancer diagnosis using a web-based learning environment (except control condition in study 1). The communication skill was measured using a simulation-based test with standardized patients. Results show that (1) the implementation of video-based worked examples had a positive effect on skill acquisition. The (2) erroneous model had a negative effect on skill acquisition compared to an error-free model. Finally, the comparison between a model with the same status (student) and a model with higher status (professor) showed significantly higher skills in the condition with a model with the same status. Our studies provide evidence that video-based worked examples can contribute to the acquisition of competencies in medical education. Furthermore, the findings emphasise the role of the careful design of learning material.