To compare a point-of-view recording device (Google Glass), vs conventional recording (using an iPad), versus standardized patient feedback in the assessment of interpersonal skills during simulated student-patient interactions.
This was a collaborative study by two entry level PT programs in FL and NY. Eleven students interviewed a standardized patient, and encounters were recorded using Google Glass and iPad. After the interaction, student interpersonal skills were assessed in 3 ways: patient feedback interview; student self-assessment interview with video review, and video assessment by student peers. Assessment by peers was performed quantitatively by frequency counts of observed behaviors during video review, as well as qualitatively after the viewing. Data analysis for the qualitative portion of the study has been completed.
Qualitative data collected was analyzed to compare information from point-of-view versus traditional recording, and change in student's self-perception of performance after receiving feedback. Several themes emerged from peer focus group discussion. The recordings were seen as a useful training and evaluation tool to increase awareness of unwanted mannerisms. A majority preferred the point-of-view video as it allowed evaluation of student facial expressions from the patient's perspective. They felt that this type of recording gave a more “honest” perspective of student reactions, was more effective to evaluate attentiveness and engagement, and highlighted the awkwardness of silence or lack of eye contact. Traditional video allowed the viewer to see the patient and capture body motions. When recorded students self-assessed, they concluded that the videos were helpful and made them “relive” the interaction as it happened. One common theme was that their recollection was not necessarily accurate, and that recordings allowed them to reflect further on their performance compared to their initial impression or external feedback, creating increased awareness of areas for improvement. When comparing videos, the consensus was that Glass was more valuable for eye contact and facial expressions, and the traditional recording was a good complement to observe overall demeanor.
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
Affective skills such as interpersonal skills, communication, and professionalism are difficult to formally assess, but critical to optimal patient care.[1,2] Novel point-of-view technologies may provide a unique approach to affective skill assessment by recording clinical encounters from a patient perspective. There have been several recent reports of point-of-view technology applications in the clinical and educational environment.[3-5] Our results show that point-of-view recordings could facilitate an augmented approach to training and assessment of interpersonal skills, and be useful in preparing students for clinicals and patient-centered activities. The study can also serve as a foundation for future research exploring wearable devices in HC education.
1. Jette DU, Portney LG. Construct validation of a model for professional behavior in physical therapist students. Physical Therapy 2003; 83(5): 432-43.
2. American Physical Therapy Association. A Normative Model of Physical Therapist Professional Education: Version 2004. Alexandria, VA; 2004.
3. Albrecht UV, VonJan U, Kuebler J, et al. Google Glass for documentation of medical findings: Evaluation in forensic medicine. J Med Internet Res 2014; 16(2): e53.
4. Muensterer OJ, Lacher M, Zoehler C, et al. Google Glass in pediatric surgery: An exploratory study. International Journal of Surgery 2014; 12(4):281-9.
5. Kamphuis C, Barsom E, Schijven M, et al. Augmented reality in medical education? Perspectives on Medical Education 2014; Jan 25: DOI 10.1007/s40037-013-0107-7.