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      Video-based feedback of oral clinical presentations reduces the anxiety of ICU medical students: a multicentre, prospective, randomized study

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          Abstract

          Background

          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.

          Methods

          Multicentre 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.

          Results

          Seventy 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).

          Conclusions

          Compared to “usual practice”, video-assisted oral feedback reduced anxiety and significantly decreased the proportion of students experiencing severe anxiety.

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          Most cited references26

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          The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching.

          To study medical students' views about the quality of the teaching they receive during their undergraduate training, especially in terms of the hidden curriculum. Semistructured interviews with individual students. One medical school in the United Kingdom. 36 undergraduate medical students, across all stages of their training, selected by random and quota sampling, stratified by sex and ethnicity, with the whole medical school population as a sampling frame. Medical students' experiences and perceptions of the quality of teaching received during their undergraduate training. Students reported many examples of positive role models and effective, approachable teachers, with valued characteristics perceived according to traditional gendered stereotypes. They also described a hierarchical and competitive atmosphere in the medical school, in which haphazard instruction and teaching by humiliation occur, especially during the clinical training years. Following on from the recent reforms of the manifest curriculum, the hidden curriculum now needs attention to produce the necessary fundamental changes in the culture of undergraduate medical education.
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            Communication failures in the operating room: an observational classification of recurrent types and effects

            L. Lingard (2004)
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              The impact on students of adverse experiences during medical school.

              This study aimed to determine the consequences for, and coping method used by, medical students who experienced adverse experiences during their training. A nationwide questionnaire based census of all current medical students in New Zealand. The response rate was 83% (1384/1660). Two-thirds of students had at least one adverse experience, with humiliation being the most common and having the greatest adverse impact. Unwanted sexual advances, unfair treatment on the basis of gender or race had a lesser impact for most students. Most students took several hours or several days to get over an adverse episode and most commonly they then avoided that person or department. Around one half sought help. Only one-quarter felt it motivated their learning while one-sixth felt it made them consider leaving medical school. The most common perpetrators were senior doctors or nurses. Unwanted sexual advances were most common from other students or from patients. Humiliation is the experience that affected students the most and had a significant adverse effect on learning. There is a disturbing rate of unacceptable practice within medical schools, not all of which is from doctors.
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                Author and article information

                Contributors
                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central
                1472-6920
                2014
                22 May 2014
                : 14
                : 103
                Affiliations
                [1 ]Sorbonne Universités, UPMC Univ Paris 06, UMR_S 1158 “Neurophysiologie Respiratoire Expérimentale et Clinique”, Paris F-75005, France
                [2 ]INSERM, UMR_S 1158 “Neurophysiologie Respiratoire Expérimentale et Clinique”, Paris F-75005, France
                [3 ]AP-HP, Groupe Hospitalier Pitié-Salpêtrière Charles Foix, Service de Pneumologie et Réanimation Médicale (Département “R3S”), Paris F-75013, France
                [4 ]Emergency Department, Hôpital Pitié-Salpêtrière and INSERM U956, Université Pierre et Marie Curie, Paris, France
                [5 ]Department of Medical ICU, Hôpital Saint Antoine and Université Pierre et Marie Curie, Paris, France
                [6 ]Department of Surgical ICU, Hôpital Pitié-Salpêtrière and Université Pierre et Marie Curie, Paris, France
                [7 ]Department of Medical and Surgical ICU, Hôpital Tenon and Université Pierre et Marie Curie, Paris, France
                [8 ]Emergency Department, Hôpital Pitié-Salpêtrière, Université Pierre et Marie Curie, Paris, France
                Article
                1472-6920-14-103
                10.1186/1472-6920-14-103
                4059172
                24885005
                ead69411-d263-46bf-a1a7-36004c0e02e9
                Copyright © 2014 Schmidt et al.; licensee BioMed Central Ltd.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited.

                History
                : 8 May 2013
                : 11 April 2014
                Categories
                Research Article

                Education
                oral feedback,video tape,medical education
                Education
                oral feedback, video tape, medical education

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