title: The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training.
abstract: OBJECTIVE
  Feedback can significantly improve future performance. Reviewing one's performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context.
  
  
  METHODS
  Fourth-year medical students completed a 210-min training unit of 'taking patient's history and obtaining informed consents prior to surgery' using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario.
  
  
  RESULTS
  One-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations (p < 0.001), in all five assessed communicative competencies at taking patient history (p = 0.029 or better), and in 2 of 5 items at obtaining informed consent (p = 0.008, <0.001). The educational effect size for both tasks was large.
  
  
  CONCLUSIONS
  Using our methodology, video-assisted feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context.
authors.affiliation: Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt/Main, Germany. miriam.ruesseler@kgu.de.
authors.forename: M
authors.identifier: http://orcid.org/0000-0003-0491-4451
authors.initials: M
authors.lastname: Ruesseler
authors.affiliation: Centre of Surgery, University Hospital Frankfurt, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt/Main, Germany.
authors.forename: J
authors.initials: J
authors.lastname: Sterz
authors.affiliation: Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt/Main, Germany.
authors.forename: B
authors.initials: B
authors.lastname: Bender
authors.affiliation: Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University, Theodor Stern Kai 7, 60590, Frankfurt/Main, Germany.
authors.forename: S
authors.initials: S
authors.lastname: Hoefer
authors.affiliation: Department of Trauma Surgery, Medical Faculty University Hospital Magdeburg, Leipziger Str. 44, 39120, Magdeburg, Germany.
authors.forename: F
authors.initials: F
authors.lastname: Walcher
mesh_terms: D002983:Clinical Competence; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D008487:Medical History Taking; D009104:Multiple Trauma / Q000601:surgery*; D011446:Prospective Studies; D014743:Videotape Recording; D055815:Young Adult
keywords: Communicative competences; Oral feedback; Surgical training; Undergraduate training; Video assisted feedback