Instructional videos for skills development in doctor-patient communication
Simulated, i.e. to some extent pre-planned, enacted situations and video recordings thereof play an increasingly prominent role in research on, and skills development in, doctor-patient communication (Nestel et al. 2011; Henry–Fetters 2012).
In this context, the present talk offers a pragmatic analysis of eight Hungarian instructional videos aimed at medical students, compared with four authentic consultations in G.P. encounters. The eight videos portray four different scenarios, each enacted according to both the patient and the doctor-centred model of doctor behaviour. They are also designed to activate typical female and male role models (Bálint–Nagy–Csabai 2014). Their entire time span is 32 minutes (3.117 words, 176 conversation turns). Two scenarios (four consultations) unfold at a G.P. surgery, with the remaining two involving psychologists and their patients (four conversations). These videos are not real-life discourses. Instead, they present schematic interactional patterns which have been derived from research on doctor- and patient-centred modes of communication in healthcare. Additionally, four authentic, audio-recorded discourses are involved into the research (66 minutes, 7.174 words, 464 turns)
The research relies on MAXQDA (Kuckartz–Rädiker 2019) for a qualitative analysis of operations of social deixis, the roles and functioning of discourse participants' reflections on relationship building, the construal of participant roles and knowledge management. Moreover, it also touches on the frequency and classification of these reflections. Additionally, the talk reports on an attitude survey based on video analysis conducted with six German informants not speaking Hungarian with the aim of investigating features of nonverbal communication.
The research addresses the following questions.
- To what extent are simulated situations well-suited for research and skills development in the area of doctor-patient communication?
- Is it possible to describe doctor- and patient-centered modes of relationship building by feature cluster schemas (co-occurrence patterns) in the sample under study?
- What role is played by nonverbal communication in the interpretation of video clips?
- What similarities and differences can be detected between simulated and real-world interactions in terms of relationship building and knowledge management?
- How can these results inform the use of situated videos in education and in trainings?
References
Bálint, Katalin – Nagy, Tamás – Csabai Márta (2014): The effect of patient-centeredness and gender of professional role models on trainees' mentalization responses. Implication for film-aided education. Patient Education and Counseling 97(1). 52–58.
Henry, Stefan G. – Fetters, Michael D. (2012): Video elicitation interviews: a qualitative research method for investigating physician-patient interactions. The Annals of Family Medicine 10(2). 118–125.
Kuckartz, Udo – Rädiker, Stefan (2019): Analyzing qualitative data with MAXQDA. Text, audio, and video. Cham: Springer.
Nestel, Debre – Tabak, Diana – Tierney Tanya – Layat-Burn, Carine – Robb, Anja – Clark, Susan – Morrison, Tracy – Jones, Norma – Ellis, Rachel – Smith, Cathy – McNaughton, Nancy – Knickle, Kerry – Higham, Jenny – Kneebone, Roger (2011): Key challenges in simulated patient programs: An international comparative case study. BMC Medical Education 11(69). https://doi.org/10.1186/1472-6920-11-69 (Letöltés ideje: 2022. 01. 10.)
