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PubMed1999

A comparison of the interpretation of digitized and videotape recorded echocardiograms.

Conventional echocardiograms are typically recorded on videotape and later reviewed and interpreted by a physician. Although videotape recording is an excellent medium for this purpose, it does have several disadvantages, which may be overcome by digital storage. This study compared the diagnostic accuracy of digitized and videotape recorded echocardiograms. Echocardiographic examinations (n = 110) were recorded simulta-neously on videotape and were digitized with a commercially available frame grabber system. Images were transmitted by an Ethernet link to the network-based computer system and compressed with a nondestructive compression algorithm. Images were reviewed on a personal computer. Images were interpreted by 3 observers, and differences in interpretation were documented. There were 274 findings in 110 patients. Exact agreement in interpretation was found in 83%. A major discrepancy occurred in 2%, and a minor discrepancy occurred in 15%. Most discrepancies occurred in the setting of valvular heart disease. When compared with a consensus interpretation, no significant difference was seen in the number of errors between the digital and videotape interpretation. We conclude that the interpretation of a properly recorded digitized echocardiographic examination yields interpretations equivalent to those of videotape recordings.

Echocardiography↗

PubMedDate not supplied

Promotion of high school blood donations: testing the efficacy of a videotaped intervention.

"Life to Life," an 11-minute videotape based on social learning principles, was used by 10 blood centers in presentations to 4970 high school students one week before school blood drives. At each school, some students saw the videotape and others attended a blood center's customary presentation. Students also completed a brief questionnaire assessing donation attitudes, donation history, and intent to donate. The videotape accounted for a relative increase of 18.7 percent in donations even when other factors were not controlled for. Results were analyzed with logistic models and showed a consistently positive effect over all models used. For students who had never donated, the estimated odds ratio for actual donation (videotape:control) was 1.528. When the model included both type of presentation and ethnicity, the relative increase in donation over that after the blood centers' usual presentation was 69.8 percent for first-time donors. Among previous donors considered alone, the effect on donation was not significant. Whatever their donor history, students who viewed the videotape showed significantly more positive attitudes toward donation and had greater intention to donate than students who saw the blood centers' standard presentations. These results suggest that this videotape is a useful tool for recruitment of high school blood donors.

Adolescent↗

PubMed1989

Effect of instructional videotapes on AIDS knowledge and attitudes.

The effectiveness of four commercial videotape presentations in changing AIDS knowledge and attitudes among 584 college students was evaluated in a pre-post design with control group and follow-up. AIDS knowledge and attitudes were measured prior to, immediately after, and 4 to 6 weeks following presentation of the informational videotapes. In addition, subjects rated each videotape on several specific dimensions, including overall quality. The effects of age, sex, prior exposure to AIDS information, and presence v absence of post-presentation discussion were measured as covariates. In general, there was a significant immediate increase in AIDS knowledge attributable to all four videotapes (p less than .001). These gains persisted until follow-up, with no erosion for three of the four tapes. With the exception of perceived effectiveness of AIDS prevention methods (p less than .001), attitudes toward AIDS showed no change as a result of exposure to any of the videotapes (p greater than .05). Viewer ratings showed two of the videotapes to be superior in terms of perceived overall quality (p less than .05). There were also differences in ratings of videos on other dimensions. Among the covariates, there was no relationship at time of follow-up between post-presentation discussion v no discussion and either knowledge gain or attitude change. Sex was related to one attitude component, with women perceiving the AIDS epidemic as more severe than men (p less than .001).

Acquired Immunodeficiency Syndrome↗

PubMed1984

Tutored videotape-instruction in clinical decision-making.

Tutored videotape-instruction (TVI) is a method for providing high quality instruction in topics for which the supply of expert teachers is limited. A small group of students and a tutor can watch a videotaped lecture that can be interrupted for discussion or questions. The tutor facilitates discussion and directs the students to outside reading. The authors in this report describe the use of tutored videotape-instruction in teaching clinical decision-making. Students were randomly assigned to a tutored videotape-instruction group or to a group that heard identical live lectures. The two groups had the same mean score on a final examination on the course material. The group that heard the live lectures rated the quality of instruction higher than the videotape group; however, the ratings were high for both groups. Tutored videotape-instruction provides expertise in a specialized topic and the advantages of instruction in small groups.

Diagnosis↗

PubMed1996

Fifteen years of a videotape review program for internal medicine and medicine-pediatrics residents.

The medical interview remains the most valuable component in patient evaluation. In addition to its diagnostic usefulness, it is the foundation upon which the doctor-patient relationship is built. It is essential, therefore, that health care providers be well trained in interviewing. Evidence suggests that having residents conduct videotaped interviews with patients and review the videotapes with faculty is an excellent way to teach interviewing skills. Videotape review has been part of the residency programs in primary care internal medicine and medicine-pediatrics at Wayne State University School of Medicine for 15 years. Throughout the history of the videotape program, the authors have endeavored to make the review process less stressful for residents by ensuring that the reviews are nonthreatening, nonjudgmental, and learner-centered. In this paper, the authors discuss (1) the structure and process of the videotape review program; (2) recurrent themes of the review sessions; (3) residents' perspectives on the process; and (4) potential barriers to a successful videotape review program and suggestions for how to avoid or overcome them.

Communication↗

PubMed2002

Informed consent and patient videotaping.

PURPOSE: To determine whether videotaping consent forms used in family medicine residencies meet the criteria for informed consent, adhere to published guidelines for videotaping patients, and are written at a suitable reading level. METHOD: Three reviewers independently evaluated videotaping consent forms obtained from 20 family practice residencies to determine whether they included the elements of informed consent and conformed to published guidelines for ethical videotaping. The reading level of each consent form was also determined using a standardized assessment. RESULTS: Depending on the reviewer, only one to three of the 20 consent forms were judged adequate in providing a patient with enough information to make an informed choice. Specific aspects of voluntariness were absent from most of the forms. In addition, the reading level was, on average, well above recommended levels for patient comprehension. CONCLUSION: Most of the videotaping consent forms analyzed in this study did not provide adequate information to assist patients in making a voluntary, informed choice to be videotaped. The absence of this information raises the potential for violations of patient privacy and confidentiality.

Confidentiality↗

PubMed1993

ATLS-based videotape trauma resuscitation review: education and outcome.

Trauma resuscitations (TRs) can be improved with ongoing videotape review. Unrecognized errors, delays, and system problems can be identified and corrected. Previous studies have demonstrated the importance of a short TR on survival and that videotape education can shorten TR time. Trauma resuscitation efficiency depends on details of TR including timing, organization, and appropriateness of care. Videotape education review monitors TR detail and improves TR efficiency by eliminating wasted time and treatment errors. Eight hundred eighty-three patients were evaluated. Group I included a control group prior to the incorporation of an ATLS based videotape review process. Group II included patients who were resuscitated after the educational review process was established. Subgroups based on ISS, direct OR transfer, DPL, and CT scan were also compared. Time and outcome were compared. Videotape educational review based on ATLS guidelines has improved TR efficiency. The benefits of ongoing videotape review include more efficient time utilization, correction of conceptual and technical errors, elimination of "wasted time," and improved survival.

Audiovisual Aids↗

PubMed1986

Teaching medical history-taking: a comparison between the use of audio- and videotapes.

The efficacy of audiotape was compared with that of videotape as a way of teaching students the essentials of the medical interview. Two consultants--a general physician and a neurologist--were videotaped as they took histories from two patients. The neurologist described his methods and summarized his findings, but his interview was conducted conventionally without interruptions (continuous interview). In a contrasting style, the general physician frequently explained his methods and findings in steps, interrupting his interview to do this (discontinuous interview). Fifty students starting their main medical term were divided into two groups (A and B). Group A was shown the videotape of the discontinuous interview while group B was played an audiotape of that interview. Groups A and B were then crossed over, but this time group A was allowed only to hear the audiotape of the continuous interview, while the videotape of it was played to group B. After each tape the students were tested on its content. There was no significant difference between the mean scores of Group A and Group B when tested on the discontinuous interview and both groups scored well. For the continuous interview the group who saw the videotape scored significantly better than the group who only heard this tape. Both groups scored significantly better in the test based on the discontinuous interview than they did in the test based on the continuous interview. The results indicate that videotapes are a good medium for teaching history-taking, but also suggest that audiotape recordings of medical history-taking can be effective teaching aids if the interview is explained in stages.

Attitude of Health Personnel↗

PubMed2001

Use of videotaped interventions in research.

Evaluating conceptual and methodological issues are important considerations when developing a videotape for research intervention. The process of developing a videotape for research involves several critical steps to maintain scientific rigor during the project. Establishing content validity of the videotape script and maintaining scientific integrity while producing the videotape are key components. Issues such as copyright and intellectual property are important considerations. The use of videotape provides a consistent method of providing information to research subjects. Careful attention to the research process during each phase of development of the videotape will enhance the success of the project.

Audiovisual Aids↗

PubMed1978

The influence of videotape feedback on the self-assessments of psychiatric patients.

The effects of videotape feedback on patients' self-perception were assessed in a study which was a partial replication of an investigation reported by Griffiths and Hinkson (1973). Subjects were randomly allocated to one of three groups. After a semi-structured interview, they were either (1) shown a videotape of the interview, or (2) shown a videotape of another person being interviewed, or (3) engaged in other activities not involving videotape. Patients' self-ratings indicated that videotape feedback has immediate effects on self-assessments of social ease and physical attractiveness. Feedback produced changes in ratings of social ease, but individuals differed in the direction of the change (i.e. whether social ease was "better" or "worse"). The direction of the change was predicted by a questionnaire measure of response style. Feedback also tended to make patients rate themselves as less attractive in the eyes of other people. All changes were, however, temporary and had disappeared at a two-week follow-up. The results are generally consistent with those reported by Griffiths and Hinkson in that they indicate temporary and specific changes in response to videotape feedback. The implications of the results are discussed.

Adolescent↗

PubMed2003

Use of videotaping to assess competencies and course outcomes.

A constant challenge in nursing education is effectively teaching competencies and allowing students to safely practice essential nursing skills. Faculty members must develop sound methods of instruction to achieve program outcomes, which determine program effectiveness, assure professional readiness, and meet accreditation standards. To this end, the use of videotaping is suggested. Videotaping offers a safe way for students to practice skills and develop confidence prior to actual performance. This article reviews the literature on videotaping and discusses videotaping as used at Central Missouri State University baccalaureate school of nursing. Videotaping is a teaching-learning strategy used to help students develop effective communication, physical assessment, and selected psychomotor skills. Videotaping also provides students with a mechanism for detailed instructor feedback to improve performance.

Clinical Competence↗

PubMed1989

Videotaped versus live instruction in demonstrating evaluation skills to occupational therapy students.

This study compared the effectiveness of videotaped and live instruction in demonstrating a developmental evaluation to occupational therapy students. Twenty-three students were randomly assigned to either the videotape or the live instruction group. While the videotape group watched a 25-minute commercially available videotape demonstrating the Milani-Comparetti Motor Development Screening Test, the live group received the same information from an instructor. A written examination that assessed student knowledge of the purpose and procedures of the evaluation tool served as the pretest and posttest. After the posttest, the students were asked to answer questions regarding their learning experience. Results indicated no difference in test scores between the two groups. Although both groups rated the learning experience as good, all students stated a preference for live over videotaped instruction because of the opportunity to ask questions and interact with the instructor. These findings suggest that although videotaped instruction may be an effective teaching method, there may be ways to enhance student satisfaction with its use.

Educational Measurement↗

PubMed1989

Responses of patient, their relatives and professionals to a "home-grown" videotape course on schizophrenia.

The Richmond Mental Health Team of the Greater Vancouver Mental Health Service produced a low-cost, 4-1/2 hour videotape course on schizophrenia using a multidisciplinary panel of team staff and an audience of patients, family members and community groups. The resource people interviewed were from the local area. An interview of a sample of recipients of the videotape course revealed that patient and family understanding of the illness, its treatment and the service delivery system had been elementary before the course. The program improved this understanding and reportedly reduced family conflict in certain areas. Professional consumers were generally pleased with the content and format of the video, but were dissatisfied with the technical quality. Although it was designed for use with patient and family groups in community mental health settings, professional recipients were using the videotape primarily to train staff and paraprofessionals. The manual that accompanied the videotape was seldom used. Given the cost effectiveness of using videotape to design psycho-educational programs, its potentially wide distribution, the staff development spin-offs and its community development applications, we encourage provincial and state services to produce their own videotape programs.

Adult↗

PubMed2002

Videotaped cue for urge to drink alcohol.

BACKGROUND: The urge to drink alcohol can be robustly and reliably induced via actual exposure to a person's preferred alcoholic beverage. Unfortunately, these exposure paradigms are unwieldy for functional magnetic resonance imaging studies. The goal of this study was to examine whether viewing a personalized videotaped cue could induce alcohol craving. The following hypotheses were tested: (1) individualized cue videotapes can reliably elicit the urge to drink alcohol in alcohol-dependent participants and (2) alcohol drinking histories can predict reactivity to cue. METHODS: DSM-IV criteria were used to identify an alcohol-dependent group (ADG). Controls included a light-drinking group and a moderate-drinking group. Urge to drink alcohol was assessed at baseline and after each of five in vivo exposure conditions: water (W), alcohol 1 (A1), mood induction (M), alcohol 2 (A2), and relaxation (R). The entire exposure session was videotaped. Each participant's video footage was digitally edited to produce a 17.5-min cue that was presented to the participant 24 to 72 hr later. Ratings of urge to drink alcohol across the five exposure conditions were compared for both the in vivo and the video exposure sessions. RESULTS: Fourteen participants (five in the light-drinking group, four in the moderate-drinking group, and five in the ADG) completed both sessions. Participants in each group showed differences between neutral cue exposure (W and R) and alcohol-related cue exposure (A1, M, and A2) in both the in vivo cue session (p < 0.002) and the videotape session (p < 0.02). Post hoc comparisons among the groups to alcohol-related cues established that, in both sessions (p(in vivo) = 0.04; p(videotape) = 0.04), the ADG demonstrated the greatest urge to drink. CONCLUSIONS: Alcohol cue reactivity can be reliably induced and assessed in alcohol-dependent participants via personalized videotapes. History of alcohol consumption is positively correlated with the degree of cue reactivity. This study advances our ability to assess alcohol cue reactivity in the absence of alcohol.

Adult↗

PubMed2004

Effects of live, videotaped, or written instruction on learning an upper-extremity exercise program.

BACKGROUND AND PURPOSE: Today's health care environment encourages cost containment in many aspects of patient care, including exercise instruction in physical therapy. The purpose of this study was to determine whether different modes of instruction affect the learning of an exercise program, as measured by retention test performance immediately after the instruction and practice and after a 1-day delay. SUBJECTS: Subjects were 40 people, aged 26 to 51 years (mean=38.4, SD=7.4), with no known shoulder pathology. METHODS: Subjects were instructed in a series of 5 shoulder exercises by 1 of 4 modes of instruction: (1) live modeling, (2) corrected-error videotape, (3) error-free videotape, and (4) handout alone. RESULTS: Subjects who received instruction from handout materials alone (handout group) exhibited poorer performance accuracy than subjects who received live or videotaped modeling and exercise instruction. In addition, the total number of errors of the handout group was more than twice the average of the live instruction and videotape instruction groups. No differences were found between the live instruction group and the 2 groups that received videotaped instruction. DISCUSSION AND CONCLUSION: Live and videotaped modeling are more effective than a handout alone for achieving performance accuracy of a basic exercise program, as measured by immediate and delayed retention tests.

Adult↗

PubMed1990

Development of a videotape on adverse drug reactions.

A pharmacy department's development and evaluation of a 20-minute videotape on adverse drug reaction (ADR) reporting is described. At the University of Mississippi Medical Center Hospital, a 545-bed hospital, it was determined that inadequate education of staff was a major contributing factor to the failure of ADR-reporting programs. Since no videotape educational program on ADRs was available, the pharmacy department developed its own at a cost of approximately $400. The videotape demonstrates a variety of ADRs that occur in adult inpatients and provides instructions on how to report ADRs. The description of each ADR includes manifestations of the reaction, drugs associated with the reaction, and implications for the patient. During a three-month evaluation period on four patient-care units, nine ADRs were reported by nurses who were shown the videotape, while no ADRs were reported by nurses who were provided with only an oral presentation on ADR reporting. The videotape is now used hospitalwide, primarily with nurses and new pharmacy personnel. The videotape developed by the pharmacy department proved to be an effective means for demonstrating clinical manifestations of ADRs and explaining procedures for voluntary reporting.

Audiovisual Aids↗

PubMed1977

Use of videotape in occupational therapy.

The use and production of videotapes in occupational therapy are expected to increase in the future. A survey of 54 occupational therapy curricula and 59 hospital-clinics showed that 71 percent of the respondents use videotapes. Of that group, 70 percent produce videotapes for occupational therapy. Forty-six percent of the producers of occupational therapy videotapes make them available to others. Ninety-two percent of the respondents indicated a need for reviews of films and videotapes pertinent to occupational therapy, either in a directory--or a directory, with monthly reviews of new materials in the Occupational Therapy Newspaper or AJOT. A listing of subject areas most needed in a videotape format was also compiled.

Occupational Therapy↗

PubMed1986

Informing Patients About Electroconvulsive Therapy: Effects of a Videotape Presentation.

Issues of information given for consent purposes are particularly problematic with electroconvulsive therapy (ECT). The authors investigated the efficacy of an informative videotape recording in this process. The videotape contained factual information about ECT, an interview with a patient before and after treatment, and the presentation of an actual treatment. A patient group assigned to watch the videotape, in addition to the usual consent process involving written and verbal information from the treating resident psychiatrist, showed only one postconsent difference from a group that had the usual consent process without the videotape. Those who saw the videotape were less sure that they had adequate information to decide whether to have ECT than those who did not see it (p < 0.05). Although patients likely to benefit from such an audiovisual approach may be identifiable, it seems that an informative videotape offers no universal advantage over more conventional information giving in the consent process.

Journal Article↗