Ronny Lehmann1, Anke Seitz2, Hans Martin Bosse3, Thomas Lutz2, Sören Huwendiek4. 1. Center for Pediatric and Adolescent Medicine, Department of General Pediatrics, Im Neuenheimer Feld 430, 69120 Heidelberg, Germany. Electronic address: ronny.lehmann@med.uni-heidelberg.de. 2. Center for Pediatric and Adolescent Medicine, Department of General Pediatrics, Im Neuenheimer Feld 430, 69120 Heidelberg, Germany. 3. University Children's Hospital Düsseldorf, Department of General Pediatrics, Neonatology and Pediatric Cardiology, Moorenstrasse 5, 40225 Düsseldorf, Germany. 4. University of Bern, Institute of Medical Education, Department of Assessment and Evaluation, Konsumstrasse 13, 3010 Bern, Switzerland.
Abstract
AIM: Physical examination skills are crucial for a medical doctor. The physical examination of children differs significantly from that of adults. Students often have only limited contact with pediatric patients to practice these skills. In order to improve the acquisition of pediatric physical examination skills during bedside teaching, we have developed a combined video-based training concept, subsequently evaluating its use and perception. METHODS: Fifteen videos were compiled, demonstrating defined physical examination sequences in children of different ages. Students were encouraged to use these videos as preparation for bedside teaching during their pediatric clerkship. After bedside teaching, acceptance of this approach was evaluated using a 10-item survey, asking for the frequency of video use and the benefits to learning, self-confidence, and preparation of bedside teaching as well as the concluding OSCE. RESULTS: N=175 out of 299 students returned survey forms (58.5%). Students most frequently used videos, either illustrating complete examination sequences or corresponding focus examinations frequently assessed in the OSCE. Students perceived the videos as a helpful method of conveying the practical process and preparation for bedside teaching as well as the OSCE, and altogether considered them a worthwhile learning experience. Self-confidence at bedside teaching was enhanced by preparation with the videos. The demonstration of a defined standardized procedural sequence, explanatory comments, and demonstration of infrequent procedures and findings were perceived as particularly supportive. Long video segments, poor alignment with other curricular learning activities, and technical problems were perceived as less helpful. Students prefer an optional individual use of the videos, with easy technical access, thoughtful combination with the bedside teaching, and consecutive standardized practice of demonstrated procedures. CONCLUSIONS: Preparation with instructional videos combined with bedside teaching, were perceived to improve the acquisition of pediatric physical examination skills.
AIM: Physical examination skills are crucial for a medical doctor. The physical examination of children differs significantly from that of adults. Students often have only limited contact with pediatric patients to practice these skills. In order to improve the acquisition of pediatric physical examination skills during bedside teaching, we have developed a combined video-based training concept, subsequently evaluating its use and perception. METHODS: Fifteen videos were compiled, demonstrating defined physical examination sequences in children of different ages. Students were encouraged to use these videos as preparation for bedside teaching during their pediatric clerkship. After bedside teaching, acceptance of this approach was evaluated using a 10-item survey, asking for the frequency of video use and the benefits to learning, self-confidence, and preparation of bedside teaching as well as the concluding OSCE. RESULTS: N=175 out of 299 students returned survey forms (58.5%). Students most frequently used videos, either illustrating complete examination sequences or corresponding focus examinations frequently assessed in the OSCE. Students perceived the videos as a helpful method of conveying the practical process and preparation for bedside teaching as well as the OSCE, and altogether considered them a worthwhile learning experience. Self-confidence at bedside teaching was enhanced by preparation with the videos. The demonstration of a defined standardized procedural sequence, explanatory comments, and demonstration of infrequent procedures and findings were perceived as particularly supportive. Long video segments, poor alignment with other curricular learning activities, and technical problems were perceived as less helpful. Students prefer an optional individual use of the videos, with easy technical access, thoughtful combination with the bedside teaching, and consecutive standardized practice of demonstrated procedures. CONCLUSIONS: Preparation with instructional videos combined with bedside teaching, were perceived to improve the acquisition of pediatric physical examination skills.
Authors: Julia Knauber; Anna-Katharina König; Tobias Herion; Julia Tabatabai; Martina Kadmon; Christoph Nikendei Journal: GMS J Med Educ Date: 2018-08-15