By paying attention to the power of the medium and the method of feedback, videotaping programs can be a remarkably successful
teaching and research tool. Learners can view their performance, review feedback on their own behavior, knowledge, and displayed
attitudes, and develop plans to change behavior that can be followed up on subsequent tapings. In addition, trainees can share
important experiences with each other and valued teachers.
Interviewing skills can be documented and preserved, creating a video library that allows trainees to actually visualize improvements
in their own performances over time. An archive of many such performances allows trainees, faculty, and researchers alike
comparative access to the complex challenges of the medical interview.
Presented in part at the Fourth, Fifth, Sixth, and Seventh Teaching Internal Medicine Symposia: December 2–3, 1987, Philadelphia,
Pennsylvania; December 1–2, 1989, Boston, Massachusetts; October 23–25, 1991, Chicago, Illinois; and October 29–31, 1993,
Research Triangle, North Carolina.
Supported in part by a grant from Bureau of Health Professions, HRSA, USPHS (PE15262).