Felix Michael Schmitz1, Kai Philipp Schnabel2, Daniel Stricker3, Martin Rudolf Fischer4, Sissel Guttormsen5. 1. Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: felix.schmitz@iml.unibe.ch. 2. Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: kai.schnabel@iml.unibe.ch. 3. Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: daniel.stricker@iml.unibe.ch. 4. Institute for Medical Education, University Hospital, LMU Munich, 80336 Munich, Germany. Electronic address: martin.fischer@med.uni-muenchen.de. 5. Institute of Medical Education, University of Bern, 3010 Bern, Switzerland. Electronic address: sissel.guttormsen@iml.unibe.ch.
Abstract
OBJECTIVE: 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. METHODS: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). RESULTS: 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. CONCLUSION: The worked example effect was successfully adapted for learning in the provider-patient communication domain. PRACTICE IMPLICATIONS: 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.
RCT Entities:
OBJECTIVE: 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. METHODS: 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). RESULTS: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. CONCLUSION: The worked example effect was successfully adapted for learning in the provider-patient communication domain. PRACTICE IMPLICATIONS: 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.
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