{Reference Type}: Journal Article
{Title}: Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study.
{Author}: Ichikura K;Watanabe K;Moriya R;Chiba H;Inoue A;Arai Y;Shimazu A;Fukase Y;Tagaya H;Tsutsumi A;
{Journal}: BMC Med Educ
{Volume}: 24
{Issue}: 1
{Year}: 2024 Jul 10
{Factor}: 3.263
{DOI}: 10.1186/s12909-024-05742-2
{Abstract}: <B>BACKGROUND: </B>This study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students.<BR><B>METHODS: </B>The participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool.<BR><B>RESULTS: </B>From the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges'g = 0.51, 95%CI 0.27-0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16-0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges'g = 0.09, 95%CI - 0.03 to 0.45).<BR><B>CONCLUSIONS: </B>The results show that online communication education with video materials and active exercises is as effective in improving students' confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication.<BR><B>BACKGROUND: </B>Not Applicable.