Applying the Verona coding definitions of emotional sequences (VRCoDES) to code medical students' written responses to written case scenarios: Some methodological and practical considerations

作者：Ortwein Heiderose^*; Benz Alexander; Carl Petra; Huwendiek Soren; Pander Tanja; Kiessling Claudia

来源：Patient Education and Counseling, 2017, 100(2): 305-312.

DOI：10.1016/j.pec.2016.08.026

• Medical education
• Formative assessment
• Written reflection
• Communication skills
• VR-CoDES
• Emotions

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.

• 出版日期2017-2
• 单位河北医科大学