Learning communication from erroneous video-based examples: A double-blind randomised controlled trial.
Appropriate training strategies are required to equip undergraduate healthcare students to benefit from communication training with simulated patients. This study examines the learning effects of different formats of video-based worked examples on initial communication skills.



First-year nursing students (N=36) were randomly assigned to one of two experimental groups (correct v. erroneous examples) or to the control group (no examples). All the groups were provided an identical introduction to learning materials on breaking bad news; the experimental groups also received a set of video-based worked examples. Each example was accompanied by a self-explanation prompt (considering the example's correctness) and elaborated feedback (the true explanation).



Participants presented with erroneous examples broke bad news to a simulated patient significantly more appropriately than students in the control group. Additionally, they tended to outperform participants who had correct examples, while participants presented with correct examples tended to outperform the control group.



The worked example effect was successfully adapted for learning in the provider-patient communication domain.



Implementing video-based worked examples with self-explanation prompts and feedback can be an effective strategy to prepare students for their training with simulated patients, especially when examples are erroneous.
Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: felix.schmitz@iml.unibe.ch.
Felix Michael
FM
Schmitz
Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: kai.schnabel@iml.unibe.ch.
Kai Philipp
KP
Schnabel
Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: daniel.stricker@iml.unibe.ch.
Daniel
D
Stricker
Institute for Medical Education, University Hospital, LMU Munich, 80336 Munich, Germany. Electronic address: martin.fischer@med.uni-muenchen.de.
Martin Rudolf
MR
Fischer
Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: sissel.guttormsen@iml.unibe.ch.
Sissel
S
Guttormsen
D002983:Clinical Competence; D003142:Communication; D004311:Double-Blind Method; D006801:Humans; D007858:Learning; D008297:Male; D016544:Patient Simulation; D010817:Physician-Patient Relations; D018794:Problem-Based Learning / Q000379:methods*; D013334:Students / Q000523:psychology*; D014743:Videotape Recording
Communication skills learning; Elaborated feedback; Erroneous examples; Schemas; Scripts; Self-explanation prompts; Worked examples