gms | German Medical Science

4th Research in Medical Education (RIME) Symposium 2015

19.03-21.03.2015, München

Acquiring skills and competencies for life-long learning: integrating video-documentation in health care curricula

Meeting Abstract

4th Research in Medical Education (RIME) Symposium 2015. München, 19.-21.03.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. DocP25

doi: 10.3205/15rime40, urn:nbn:de:0183-15rime401

Published: March 12, 2015

© 2015 Mahler et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License. You are free: to Share - to copy, distribute and transmit the work, provided the original author and source are credited. See license information at



Introduction: The need for specific competencies to prepare students for life-long learning (LLL) to be flexible in the future health care environment have been recognized and subsequently integrated in professional and interprofessional competency frameworks [1], [2], [3]. Not only motivational aspects relating to the relevance of LLL need to be part of the curriculum. Students need to be equipped with skills that can easily be applied in the process of self-reflection. New electronic media, such as video and/or audio documentation, can support this process.

Method: A seminar for audio and video documentation was implemented within the bachelor degree Interprofessional Health Care (B.Sc) at Medical Faculty Heidelberg. Aim of the 20 hour seminar was to provide students with the set of skills to make high quality recordings, taking into account visual, technical as well as private data security aspects. In groups of 4-5 the students video-recorded a professional situation which they had agreed upon. Script, video shooting, sound and video editing were taught in theory and transformed into a video in the tutorial. The seminar was evaluated on a scale from 1 (very bad) to 6 (very good); the generated videos by the instructor. The students need the acquired skills to document a communication situation for upcoming exams.

Results: The seminar has been run twice with two cohorts (39 students: 32 female, 7 male; mean age 22.9 years). High quality videos were generated in various clinical contexts, some in interprofessional student groups. Videos were rated good to very good by the instructor; the seminar with 4.7 (N=21; SD 0.7). Students expressed later, that they could concentrate on content aspects for the exam video.

Discussion: The acquired skills can be linked with aspects relating to continuous professional development and LLL. Students need a set of tools they can apply in their future professional environment.


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Canadian Interprofessional Health Collaborative. A national interprofessional competency framework. Vancouver BC: Canadian Interprofessional Health Collaborative; 2010.