Senior researcher Communication in Healthcare
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Web-enabled video-feedback: a method to reflect on the communication skills of experienced physicians.
Noordman, J., Verhaak, P., Dulmen, S. van. Web-enabled video-feedback: a method to reflect on the communication skills of experienced physicians. Patient Education and Counseling: 2011, 82(3), p. 335-340.
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OBJECTIVE: To describe our web-enabled video-feedback method designed to reflect on the communication skills of experienced physicians. METHODS: Participating physicians (n=28) received a 'personal web link' to two of their video-recorded consultations. After watching the consultations physicians received feedback by telephone or in a face-to-face meeting, structured around an individualized feedback report. This report contained scores on the communication behavior of the physician in comparison with colleagues and their own communication behavior observed in a previous study, as well as patients' opinions about their physician's communication behavior. The physicians were asked to reflect on their communication skills and to comment on the usefulness and efficiency of the feedback method. RESULTS: Almost all physicians were satisfied with the feedback method and in particular valued the web-enabled link to the video-recorded consultations and the structured written report. Feedback by telephone or face-to-face feedback was considered equally appropriate. CONCLUSION: This web-enabled video-feedback method is a useful and structured design to reflect on the communication skills of physicians. PRACTICE IMPLICATIONS: As part of continuing medical education, feedback on communication skills should become a recurrent activity for experienced physicians. This method can also be used to reflect on the communication skills of medical students. (aut. ref.)
OBJECTIVE: To describe our web-enabled video-feedback method designed to reflect on the communication skills of experienced physicians. METHODS: Participating physicians (n=28) received a 'personal web link' to two of their video-recorded consultations. After watching the consultations physicians received feedback by telephone or in a face-to-face meeting, structured around an individualized feedback report. This report contained scores on the communication behavior of the physician in comparison with colleagues and their own communication behavior observed in a previous study, as well as patients' opinions about their physician's communication behavior. The physicians were asked to reflect on their communication skills and to comment on the usefulness and efficiency of the feedback method. RESULTS: Almost all physicians were satisfied with the feedback method and in particular valued the web-enabled link to the video-recorded consultations and the structured written report. Feedback by telephone or face-to-face feedback was considered equally appropriate. CONCLUSION: This web-enabled video-feedback method is a useful and structured design to reflect on the communication skills of physicians. PRACTICE IMPLICATIONS: As part of continuing medical education, feedback on communication skills should become a recurrent activity for experienced physicians. This method can also be used to reflect on the communication skills of medical students. (aut. ref.)
