A microanalysis of expert‐student dialogue videos: Supporting preparation and learning for clinical competence assessment

Introduction The aim of this qualitative study was to analyse students’ perceptions and impact of using a novel video genre designed to support their learning and preparation for a clinical competence assessment. The videos demonstrate expert‐student dialogue (ESD) of authentic, one‐on‐one discourse between the teacher and student, relating to the case presentation and self‐evaluation of the assessment. Methods Students who were about to perform a competence assessment were invited to participate in the study. Students were asked to watch a relevant ESD video they had not previously had access to, which showed the examiner‐examinee dialogue relating to a peer's tooth preparation for the competence assessment. Immediately after watching the video, a video simulated recall approach was performed to analyse students’ perceptions. Thematic analysis was performed to induce relevant themes. Results Five themes were identified: analysis and judgement, observational learning from expert dialogue, observational learning from student dialogue, self‐efficacy and empathy. Positive responses from interviews suggested high cognitive engagement with this video genre with an affective component that was also valued as an informative learning resource. Students reported the video could stimulate them to think, make it easier to remember knowledge, avoid errors observed, and gain insights into assessment process and examiner's expectations. Empathy was also reported towards the examinee in the video. Conclusions The ESD videos facilitated students’ active and analytical thinking as well as improved their assessment preparedness. This video genre has shown how observing ESD can support students’ learning and preparation for a clinical competence assessment.