Is video review of patient encounters an effective tool for medical student learning? A review of the literature

Abstract

PurposeTo determine if video review of student performance during patient encounters is an effective tool for medical student learning.MethodsMultiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical) and study design (controlled or non-controlled).ResultsA total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone.ConclusionThere are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback from faculty or other trained individuals for maximum effectiveness. We also recommend additional research in this area.

Feedback in formative OSCEs: comparison between direct observation and video-based formats

“…Finally, because the video displays concrete and observable behaviors in a neutral way, it also avoids any source of misunderstanding between the student and the supervisor (9) and may stimulate the sharing of perceptions. This can be especially useful to teach dimensions such as communication and professionalism.…”

“…This is of importance since several studies have shown a decline in empathy among students and residents during undergraduate and graduate medical education (25). Self-reflection during review of student videos linked to supervisor or peer feedback seems to be an effective and valued way to learn communication and professional attitudes (26, 27) and is more beneficial than traditional feedback on students’ communication skills (9). Video-based stimulated recall has also been shown to be useful to stimulate clinical reasoning or to facilitate development of shared cognition (28, 29).…”

“…Video-based stimulated recall has also been shown to be useful to stimulate clinical reasoning or to facilitate development of shared cognition (28, 29). Thus, it seems that video-based feedback, by stimulating self-assessment, improves both self-awareness and skills (9, 30), especially if feedback is coupled to explicit performance expectations and benchmarks (8). …”

“…Immediate feedback after direct observation OSCE stations appears to improve subsequent student performance in a quick and durable way (5) and to enhance students’ self-assessment skills (6). Whereas students’ video review of their own performance does not lead to increased self-assessment accuracy (1, 2, 7, 8), video review with expert feedback appears to be more effective in terms of students’ satisfaction and performance and is superior to expert feedback alone (9, 10). …”

The effect of video review of resident laparoscopic surgical skills measured by self- and external assessment

“…Prior studies have evaluated the utility of video recordings for subsequent evaluation and debriefing (8–11) and for improving self-assessment (12–14), but the vast majority studied simulated surgical scenarios or physical examination skills rather than operative videos from patient procedures. Video-based coaching can be a useful tool for providing individualized, targeted feedback for trainees (15), and reinforces intraoperative teaching points (16) in a less stressful environment and has also been shown to improve skill acquisition (17).…”