Applying the Verona coding definitions of emotional sequences (VR-CoDES) to code medical students' written responses to written case scenarios: Some methodological and practical considerations. Issue 2 (February 2017)

• Record Type: Journal Article
• Authors: Ortwein, Heiderose; Benz, Alexander; Carl, Petra; Huwendiek, Sören; Pander, Tanja; Kiessling, Claudia
• Is Part Of: Patient education and counseling. Volume 100:Issue 2(2017)
• Page Start: 305
• Page End: 312
• Publication Date: 2017-02
• Subjects: Medical education -- Formative assessment -- Written reflection -- Communication skills -- VR-CoDES -- Emotions; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2016.08.026
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: VR-CoDES-P were applicable to code written responses of medical students. 74.6% of responses included "reducing space" statements. Using VR-CoDES-P is feasible when coding "providing" and "reducing space" responses. Students need precise instructions on how to respond in the given test format. Abstract: Objective: To investigate whether the Verona Coding Definitions of Emotional Sequences to code health providers' responses (VR-CoDES-P) can be used for assessment of medical students' responses to patients' cues and concerns provided in written case vignettes. Methods: Student responses in direct speech to patient cues and concerns were analysed in 21 different case scenarios using VR-CoDES-P. Results: A total of 977 student responses were available for coding, and 857 responses were codable with the VR-CoDES-P. In 74.6% of responses, the students used either a "reducing space" statement only or a "providing space" statement immediately followed by a "reducing space" statement. Overall, the most frequent response was explicit information advice (ERIa) followed by content exploring (EPCEx) and content acknowledgement (EPCAc). Discussion: VR-CoDES-P were applicable to written responses of medical students when they were phrased in direct speech. The application of VR-CoDES-P is reliable and feasible when using the differentiation of "providing" and "reducing space" responses. Communication strategies described by students in non-direct speech were difficult to code and produced many missings. Practice implications: VR-CoDES-P are useful for analysis of medical students' written responses when focusing on emotional issues. Students need precise instructions for their response in the given test format.