A prospective, blinded evaluation of a video-assisted ‘4-stage approach’ during undergraduate student practical skills training

BMC Medical Education

Sebastian G Russo²  Kay B Leissner¹  Michael Quintel²  Markus Roessler²  Oliver Schmid²  Saskia Wand²  Katrin Schwerdtfeger² 

[1] VA Boston Healthcare System, Boston, MA, USA;Department of Anaesthesiology, University Hospital Göttingen, Göttingen 37075, Germany

关键词: Trauma care;    Medical students;    Teaching methods;   

Others  :  866704
DOI  :  10.1186/1472-6920-14-104

 received in 2013-05-02, accepted in 2014-05-09,  发布年份 2014

【 摘 要 】

Background

The 4-stage approach (4-SA) is used as a didactic method for teaching practical skills in international courses on resuscitation and the structured care of trauma patients. The aim of this study was to evaluate objective and subjective learning success of a video-assisted 4-SA in teaching undergraduate medical students.

Methods

The participants were medical students learning the principles of the acute treatment of trauma patients in their multidiscipline course on emergency and intensive care medicine. The participants were quasi- randomly divided into two groups. The 4-SA was used in both groups. In the control group, all four steps were presented by an instructor. In the study group, the first two steps were presented as a video. At the end of the course a 5-minute objective, structured clinical examination (OSCE) of a simulated trauma patient was conducted. The test results were divided into objective results obtained through a checklist with 9 dichotomous items and the assessment of the global performance rated subjectively by the examiner on a Likert scale from 1 to 6.

Results

313 students were recruited; the results of 256 were suitable for analysis. The OSCE results were excellent in both groups and did not differ significantly (control group: median 9, interquantil range (IQR) 8–9, study group: median 9, IQR 8–9; p = 0.29). The global performance was rated significantly better for the study group (median 1, IQR 1–2 vs. median 2, IQR 1–3; p < 0.01). The relative knowledge increase, stated by the students in their evaluation after the course, was greater in the study group (85% vs. 80%).

Conclusion

It is possible to employ video assistance in the classical 4-SA with comparable objective test results in an OSCE. The global performance was significantly improved with use of video assistance.

【 授权许可】

   
2014 Schwerdtfeger et al.; licensee BioMed Central Ltd.

【 图 表 】

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