Learning communication from erroneous video-based examples: A double-blind randomised controlled trial |
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| Institution: | 1. Institute of Medical Education, University of Bern, 3010 Bern, Switzerland;2. Institute for Medical Education, University Hospital, LMU Munich, 80336 Munich, Germany;2. Department of Ophthalmology, Children’s Hospital of Eastern Ontario and the University of Ottawa Eye Institute / Ottawa Hospital Research Institute;;3. Department of Radiology, Children’s Hospital of Eastern Ontario; and;4. Associate Professor of Radiology, Diagnostic and Interventional Neuroradiologist, Department of Medical Imaging, University of Ottawa, Clinical Investigator for the Ottawa Hospital Research Institute, The Ottawa Hospital, Ottawa, Ont.;1. Department of Clinical Neurosciences, University of Calgary, Calgary, Canada;2. Department of Computer Sciences, University of Calgary, Calgary, Canada;3. Department of General Surgery, University of Calgary, Calgary, Canada;4. Faculty of Education, University of Calgary, Calgary, Canada;5. Department of Surgery, University of Arizona, Tucson, USA;2. Department of Surgery, University of California, San Francisco, California;3. Department of Medicine, University of California, San Francisco, California;4. Department Laboratory Medicine, University of California, San Francisco, California |
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| Abstract: | ObjectiveAppropriate 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.MethodsFirst-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).ResultsParticipants 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.ConclusionThe worked example effect was successfully adapted for learning in the provider-patient communication domain.Practice ImplicationsImplementing 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. |
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| Keywords: | Communication skills learning Worked examples Erroneous examples Self-explanation prompts Elaborated feedback Schemas Scripts |
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