Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills?

<p>Abstract</p> <p>Background</p> <p>In recent times, medical schools have committed to developing good communication and history taking skills in students. However, there remains an unresolved question as to which constitutes the best educational method. Our study aims to investigate whether the use of videotape recording is superior to verbal feedback alone in the teaching of clinical skills and the role of student self-assessment on history taking and communication skills.</p> <p>Methods</p> <p>A randomized controlled trial was designed. The study was conducted with 52 of the Dokuz Eylul University Faculty of Medicine second year students. All students' performances of communication and history taking skills were assessed twice. Between these assessments, the study group had received both verbal and visual feedback by watching their video recordings on patient interview; the control group received only verbal feedback from the teacher.</p> <p>Results</p> <p>Although the self-assessment of the students did not change significantly, assessors' ratings increased significantly for videotaped interviews at the second time.</p> <p>Conclusions</p> <p>Feedback based on videotaped interviews is superior to the feedback given solely based on the observation of assessors.</p

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Does Personality Type Affect Teachers’ Information Systems Utilization in Pedagogy? The Makerere University Lecturers’ Experience

International audienceThis article reports on personality types and their influence on lecturers’ information systems utilization in pedagogy in Makerere University. Findings are drawn from analyses of data that was collected from 244 lecturers who were purposively selected from six faculties. A self administered questionnaire, standardized tests, analytical interviews and inferential analyses were done by using Analysis of Variance (ANOVA) and Student –t test techniques. Findings indicate that as lecturers’ personality type preferences change, their attitudes and actual utilisation of information systems also change. Reasons that explain significant variation in both attitude and actual utilisation of specific MISs basing on particular bi-polar personalty type dimensions are given, as the article also suggests appropiate Information system tools and integration strategies that should be adopted in pedagogy by this oldest and biggest university in Uganda