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PubMed1992

Using videotape instruction and feedback to improve adolescents' mothering behaviors.

The effects of videotape instruction and feedback (videotherapy) on mothering behaviors were evaluated in this longitudinal study. In this study, 31 adolescents and their healthy infants were randomly assigned to experimental and control groups. All subjects were videotaped during structured mother-infant teaching episodes in their homes at 1 and 2 months postpartum. Experimental group subjects reviewed the videotaped 1-month teaching episode and received feedback from a specially trained professional nurse who emphasized positive aspects of maternal behavior. Instruction was individualized according to the mother's needs. Results of a repeated measures MONOVA revealed significant differences in the pattern of change over time between subjects in the experimental and control groups on a measure of actual maternal behaviors. Adolescents receiving videotape instruction and feedback obtained significantly higher maternal behavior scores at 1 and 2 months postpartum.

Adolescent↗
PubMed2006

The repeated confrontation with videotapes of spiders in multiple contexts attenuates renewal of fear in spider-anxious students.

In a treatment-analogue experiment, extinction of fear of spiders was investigated in a group of spider-anxious students. Two groups were created: in the single extinction group the extinction trials consisted of repeated presentations of a videotaped spider in one specific location of a house, whereas in the multiple extinction group the trials consisted of videotapes of the same spider in three different locations of a house. Also a control group was included that was exposed to videotapes of the location but without the spider. As reflected in skin conductance responses and self-report data, fear of spiders was significantly reduced in the two extinction groups compared to the control group. Moreover, when the extinction groups were confronted with the videotape of the spider in a new location, the single extinction group did not show generalisation of extinction, whereas the multiple extinction group did. These results corroborate the existing evidence for context dependence of extinction of fear and provide new evidence that the use of multiple contexts during extinction might improve the generalisability of extinction in humans. Implications for exposure therapy are discussed.

Adolescent↗
PubMed1999

Videotaped training in alcohol counseling for obstetric care practitioners: a randomized controlled trial.

OBJECTIVE: To determine the feasibility of videotaped training for obstetric care practitioners in motivational interviewing skills that could be used in brief patient consultations on problem drinking. METHODS: Thirty health care practitioners participated in a clinical trial using a 20-minute videotape to instruct them in motivational interviewing. Participants engaged in a pretest roleplay with an actress playing a drinking pregnant woman. Those randomly assigned to the experimental condition watched the motivational interviewing videotape. Control condition participants watched a 20-minute docudrama of a pregnant problem drinker. Both groups then engaged in a post-test roleplay similar to the pretest. Behavioral ratings of the roleplays and participant evaluations of the motivational interviewing video constituted the outcome measures. RESULTS: Participant evaluations indicated that the training video was clear in explaining and demonstrating the principles and skills of motivational interviewing. Change in behavioral ratings from pretest to post-test showed significant differences in motivational interviewing skills between the experimental and control groups. Obstetric care practitioners who viewed the training video were rated as showing greater empathy, minimizing patient defensiveness, and supporting women's beliefs in their ability to change. CONCLUSION: Obstetric care practitioners can improve their alcohol intervention skills through the use of a 20-minute videotaped instruction in motivational interviewing. Clinicians who improve their skills in motivational interviewing can intervene more effectively with their drinking pregnant patients. Using motivational interviewing with this population holds promise for helping prevent alcohol-related health problems.

Alcohol Drinking↗
PubMed1999

A new paradigm in patient education: a four-part model using videotape production.

In this article, the effectiveness of an instructional videotape for newly admitted hospitalized psychiatric patients is discussed and evaluated. It is suggested that by using 'actors' with whom the patient is familiar (hospital staff), the educational and therapeutic benefit of the video is enhanced. This paper provides a method for pre-production planning of an effective videotape based on a four-part model. In this model, the educational subject matter is divided into four categories; facts, procedures, support, and mastery. An attempt is made to match various styles of presentation by each member of the treatment team to the nature of the part being presented. The short attention span common to newly admitted depressed patients, for example, is remedied by the use of concise messages delivered by each treatment team member. Although videotapes are not a substitute for one-to-one professional interaction, they can provide some basic understanding of the therapeutic environment and allay some of the fears that often plague the newly admitted patient. This paper also demonstrates how the use of videotaped instruction allows the treatment team to administer organized information using unlicensed personnel or the patient himself, thus conserving the professional staff's time.

Evaluation Studies as Topic↗
PubMed1994

The use of videotaped lectures in surgical oncology fellowship education.

A video library of surgical oncology topics was initiated in 1991 as an educational forum for fellows in a surgical oncology training program. First-year and second-year fellows presented formal medical lectures on specific surgical oncology topics that were based on a comprehensive literature review. An abstract of the discussion, a list of references, and a copy of the presented slides were submitted at the time of presentation of each lecture. The lectures were videotaped in front of an audience made up of faculty and fellows of the Department of Surgical Oncology, The videotapes were subsequently edited to incorporate the presented slides, and these versions were shown separately to allow critique of presentation style and content by the faculty and the fellows within the Department. Nineteen videotaped presentations from academic years 1991-1992 and 1992-1993 were evaluated. These videotaped lectures are an informational resource, and, of equal importance, they provide an assessible record for self-analysis of lecturing technique and effectiveness.

Audiovisual Aids↗
PubMed1985

Effect of videotape replay on the quality and accuracy of student self-evaluation.

This study was designed to determine the effect of videotape replay on the quality and accuracy of student self-evaluation. Thirty-two junior physical therapy students were asked to perform a clinical skill and to assess their performances using the Performance Evaluation Form (PEF) designed for this study. The students in the Experimental Group assessed their performances after viewing a videotape replay. Students in the Control Group assessed their performances without viewing videotape replays. Faculty judges used the PEF to rate each student's performance. The instructor and student ratings were compared to determine the accuracy of student ratings. In addition, two faculty judges used a scale designed for this study to rate the degree of quality of each student's self-evaluation. No significant differences were found between the Experimental Group and the Control Group on either of the variables tested. The data gathered in this study indicated that videotape replay lacks value in enhancing self-assessment when evaluation immediately follows the performance of a skill. Further study is indicated.

Educational Measurement↗
PubMed1983

The use of videotape programs to teach interpersonal skills.

Interpersonal skills training evolved rapidly in recent years as teachers began to exploit the distinct advantages of "live" and simulated presentations in videotapes and films as teaching aids. At the same time, psychologists and psychiatrists started to define the basic aspects of interpersonal relations. Many used prepared scripts to produce videotape programs that modeled human interactions. While clinical experience and formal studies clarified some characteristics of effective visual training programs, the impact of dramatic and technical elements in these productions was not fully explored. In the present paper, the authors review the nature of interpersonal skills and the current status of visual aids for teaching human relations and show how videotape productions with characters, a story line, and action sequences can enhance learning. The experience of producing a series of videotapes about prehospital emergency care is used as a paradigm for discussing how theatrical techniques, applied through discrete production steps, can reinforce training goals and appeal to a wide range of students with diverse learning styles.

Clinical Competence↗
PubMed1986

Evaluation of system providing feedback to students on videotaped patient encounters.

A technique in which feedback is provided on videotaped performances to teach interview and examination skills in a pediatric clerkship was evaluated with a single-blind, controlled study. At the beginning of the pediatric ambulatory rotation, each of 105 third-year medical students received verbal and written instruction in conducting pediatric patient interviews and examinations. Then an encounter between each student and a patient was videotaped using a stationary camera mounted in an examination room. The students were randomly assigned to one of three groups: to receive critiques of their performances on the videotaped encounters by their preceptors; to critique their own recorded performances themselves using a written checklist; and to have no critiques. At the end of the clerkship, a second patient encounter was videotaped and was rated and scored by three faculty pediatricians who were unaware of the students' group assignments. Students who received critiques from their preceptors performed significantly better on the second recorded interview and examination (p less than 0.001) than did those who had self-guided critiques or those in the control group that received no critiques.

Clinical Competence↗
PubMed1999

Global ratings of videotaped performance versus global ratings of actions recorded on checklists: a criterion for performance assessment with standardized patients.

PURPOSE: To test whether global ratings of checklists are a viable alternative to global ratings of actual clinical performance for use as a criterion for standardized-patient (SP) assessment. METHOD: Five faculty physicians independently observed and rated videotaped performances of 44 medical students on the seven SP cases that comprise the fourth-year assessment administered at The Morchand Center of Mount Sinai School of Medicine to students in the eight member schools in the New York City Consortium. A year later, the same panel of raters reviewed and rated checklists for the same 44 students on five of the same SP cases. RESULTS: The mean global ratings of clinical competence were higher with videotapes than checklists, whereas the mean global ratings of interpersonal and communication skills were lower with videotapes. The correlations for global ratings of clinical competence showed only moderate agreement between the videotape and checklist ratings; and for interpersonal and communication skills, the correlations were somewhat weaker. CONCLUSION: The results raise serious questions about the viability of global ratings of checklists as an alternative to ratings of observed clinical performance as a criterion for SP assessment.

Adult↗
PubMed1998

Development of a preparatory sensory information videotape for women receiving chemotherapy for breast cancer.

This study describes the development and testing of a preparatory sensory information (PSI) videotape for women receiving chemotherapy for breast cancer. In telephone interviews, 40 women described the sensations they experienced before, during, and after receiving chemotherapy. Sensations described by the women were linked with procedural and temporal elements identified by certified advanced practice oncology nurses to develop a script for the PSI videotape. Women currently receiving chemotherapy or who had completed chemotherapy within the last 6 months were asked to share their experiences on videotape. After editing, a 20-minute PSI videotape was produced. Pilot testing with a group of 20 women demonstrated that the intervention helped to prepare them for the sensory experiences associated with chemotherapy and was helpful in developing anticipatory coping and self-care behaviors.

Antineoplastic Agents↗
PubMed1994

Computer-based videotape analysis of trauma resuscitations for quality assurance and clinical research.

PURPOSE: To automate time (and motion) studies of major trauma resuscitations. TECHNIQUES: We modified an existing time-motion study technique based on time-encoded videotaping for medical imaging workstation human factors analysis. Videotapes were recorded of the trauma room during normal clinical activity using an unobtrusive mounted camera. The videotapes are displayed through a customized interface using a Macintosh-based display system. Within this platform, the time-motion study module allows flexible task definition, multiple concordant task assignment, and various summary result presentations. We established an expert panel of two traumatologists, two emergency radiologists, and two time-motion study experts. The expert panel prospectively and uniquely defined important recognizable procedural and cognitive tasks and personnel (MD, RN, EMT, RT, etc.) involved in trauma resuscitation based on pilot recordings and collective experience. These task functions were used to define a menu in the time-motion analysis software. During retrospective videotape review, the beginning and ending times of each task performed were recorded by electronically highlighting each defined individual and task. The summary results can be displayed in list, tabular, or graphic form by individuals, personnel classifications, or tasks.

Clinical Protocols↗
PubMed2006

Development and assessment of an innovative culturally sensitive educational videotape to improve adherence to highly active antiretroviral therapy in Soweto, South Africa.

The increasing availability of antiretroviral medication (ARV) therapy in the face of limited chronic medication-taking experience among resource-poor South Africans has raised concerns about adequate adherence to these medications. We hypothesized that a culturally sensitive audiovisual patient education program would be of substantial and measurable benefit in increasing patient understanding of the concepts of ARV resistance risk and medication-taking skills. To identify potential barriers to adherence and successful strategies to promote adherence, 6 focus groups with health care providers and HIV-positive adherence counselors were held, resulting in the production of a 17-minute culturally sensitive educational videotape. Basic drug-taking concepts and practical advice on how to improve adherence were presented in the videotape. Thirty-four HIV-positive patients (including 11 ARV-naive patients and 23 ARV-experienced patients) were shown the educational videotape, and their knowledge about medication taking was evaluated by a 24-point pre- and postvideotape questionnaire. On average, the 34 patients gained 2.2 knowledge points (P = 0.021). ARV-naive patients had an average improvement of 3.0 points (P = 0.0028), with most significant gains in the areas of understanding medication-taking strategies and side effects. These preliminary findings indicate that a culturally sensitive educational videotape can improve medication-taking knowledge in South Africa and that further study of the potential efficacy of using media technology to improve individuals' adherence to ARV therapy is warranted.

Adolescent↗
PubMed1976

Medical student assessment of videotape for teaching in diagnostic radiology.

A series of six videotape recordings, prepared jointly by the Department of Radiodiagnosis and the Television Service, University of Leeds, described some aspects of the radiology of the chest, using only radiographs. A small group of final year medical students viewed these videotapes over the space of few days. Their scores for factual questions immediately afterwards were compared with their attitudes to the learning experience, expressed anonymously without knowledge of these scores. Students who scored the highest marks were most consistently critical of the videotapes; those with lower marks tended to record favourable attitudes when they performed best and unfavourable attitudes at other times. Scales set up by the students themselves to evaluate the experience produced a wide range of detailed and constructive suggestions. In general, students commented very favourably on the capacity of videotape to present fine radiographic details and we conclude that it is an appropriate medium for this purpose.

Attitude of Health Personnel↗
PubMed1985

Videotapes for undergraduate psychiatry examinations: Part II--Comparison with other methods of assessment.

The previous paper (Rix et al., 1985) described the production of two videotaped clinical examinations for use in assessing undergraduate medical students during their psychiatry clerkship. In this paper assessments by videotape are compared with conventional assessments available to the examiners. The highest correlations were between the videotape examination results and written multiple choice questionnaire results, suggesting that they test a common area of clinical competence: knowledge and interpretation of psychopathology. Videotape examination results correlated poorly or not at all with the teachers' global ratings and clinical examination results, which may be indicative of relative success in devising procedures for the assessment of fairly independent abilities.

Clinical Clerkship↗
PubMed1987

Ratings of videotaped simulated patient interviews and four other methods of evaluating a psychiatry clerkship.

Ratings of videotaped interviews with simulated patients were compared with four other measures commonly used to evaluate medical students during their psychiatry clerkship. Intercorrelations among self-reported attitude change, written examination grade, and student rating of satisfaction with the clerkship suggest that each measures different processes. Low but significant correlations between preceptor ratings of interaction skills and data-gathering skills and process and content scores based on an end-of-course videotaped interview suggest that preceptor ratings and the videotaped interview method evaluated the same skills. The authors conclude that preceptor evaluations supplemented by objective ratings of videotaped interviews show promise for evaluating the development of interviewing skills.

Attitude↗
PubMed2005

A videotape intervention to enhance the informed consent process for medical and psychiatric treatment research.

OBJECTIVE: This study evaluated a brief educational video designed to enhance the informed consent process for people with serious mental and medical illnesses who are considering participating in treatment research. METHOD: Individuals with schizophrenia who were being recruited for ongoing clinical trials, medical patients without self-reported psychiatric comorbidity, and university undergraduates were randomly assigned to view either a highly structured instructional videotape about the consent process in treatment research or a control videotape that presented only general information about bioethical issues in human research. Knowledge about informed consent was measured before and after viewing. RESULTS: Viewing the experimental videotape resulted in larger gains in knowledge about informed consent. Standardized effect sizes were large in all groups. CONCLUSIONS: The videotape was thus an effective teaching tool across diverse populations, ranging from individuals with severe chronic mental illness to university undergraduates.

Adult↗
PubMed2006

A randomized clinical trial of a videotape intervention for women with chemotherapy-induced alopecia: a gynecologic oncology group study.

PURPOSE/OBJECTIVES: To evaluate changes in body image and self-esteem in women with gynecologic malignancies who experience chemotherapy-induced alopecia and to examine the effectiveness of a videotape intervention on body image and self-esteem. DESIGN: A prospective, randomized study. SETTING: Subjects were accrued from 11 Gynecologic Oncology Group (GOG) member institutions participating in 14 GOG treatment protocols. SAMPLE: 136 women with chemotherapy-induced alopecia, a mean age of 57.7 years, and advanced disease at study entry. METHODS: Prior to the first course of chemotherapy, all subjects received standard counseling regarding hair loss. Body image and self-esteem scores were obtained prior to course 1 and 3 and after course 4 of chemotherapy. Prior to course 3, women with grade 2 alopecia were allocated randomly to the videotape intervention or no intervention. MAIN RESEARCH VARIABLES: Total body image and self-esteem as measured by the Body Cathexis/Self-Cathexis Scale (BCSCS). FINDINGS: A small but statistically significant change (p = 0.045) in body image was observed after chemotherapy-induced alopecia, with no change in self-esteem. The videotape did not produce a significant effect on body image score. CONCLUSIONS: The study results support prior studies that have reported changes in body image as a result of chemotherapy-induced alopecia. The intervention employed (a videotape) was not effective. The BCSCS is a simple and quick measurement for use in future studies IMPLICATIONS FOR NURSING: Chemotherapy-induced alopecia has an adverse effect on body image. Novel interventions are needed to assist women in coping with this consequence of treatment.

Adaptation, Psychological↗
PubMed2001

Is videotaping of consultations acceptable to patients attending a hospice day centre?

The use of a videotape recorder to analyse consultations in UK general practice is accepted, well established and has been extensively researched. The technique has potential in palliative medicine for training and the continuing assessment of communication skills as part of peer review. However, there have been no published studies on whether or not videotaping of consultations would be acceptable to a hospice population. Using a semi-structured questionnaire, we interviewed 31 patients who had agreed to have their consultation with a doctor videotaped. Although 30 (97%) did not regret having given permission and would 'definitely' or 'possibly' agree to another recording in the future, three (10%) felt that the procedure had been inadequately explained to them, six (19%) felt that they were 'possibly' or 'definitely' not given sufficient notice of the recording and one patient felt under pressure to agree to the recording. These findings suggest that if videotaping of consultations in the hospice setting is to be undertaken, more advanced notice than that usually given in general practice is required and strict safeguards should be in place to protect vulnerable patients.

Ambulatory Care↗