Using Videotape to Evaluate Medical Students' Physical Examination Skills

Abstract

A videotaped evaluation methodology was used to assess second year medical students' physical examination skills. Students were assigned to groups of three where each student in the group served as the physician, the patient, and the camera person until all students had been videotaped performing an examination. Each group of three students reviewed the videotapes and evaluated their own as well as their peers' performance using criterion-based checklists. Faculty and staff members also reviewed the tapes and evaluated the examinations using the same evaluation checklists as the students. This videotaping evaluation methodology provides several benefits: (1) patients are not required, thus increasing flexibility in scheduling and evaluation opportunities; (2) technical staff can monitor and run the videotaping sessions; and (3) faculty can review the videotapes in their off hours rather than trying to observe the examinations during a busy day. Additionally, the peer and self-assessments based upon checklists provides immediate feedback to the students regarding their performance.