Video-based feedback of oral clinical presentations reduces the anxiety of ICU medical students: a multicentre, prospective, randomized study

Abstract

BackgroundOral presentations of clinical cases by medical students during medical rounds in hospital wards are a source of anxiety and little is known about how this anxiety can be alleviated. The objective of this study was to investigate whether video-based feedback of public oral presentations can reduce anxiety in 4th year medical students.MethodsMulticentre randomized study conducted in six intensive care units (ICU) and emergency departments (ED) in France over a 9-month period in 2012. One hundred and forty two 4th year medical students were randomized to two groups: intervention and control. Students in the intervention group were recorded while making an oral presentation of a patient during morning ward rounds, followed by video-based feedback. Students in the control group conducted presented classical oral presentations without being filmed and with no formal feedback. Anxiety levels during a public oral presentation were assessed using the Spielberger State Anxiety Inventory (STAI-S). The primary outcome was the difference in STAI-S scores between groups at the beginning and at the end of a 3-month ICU or ED internship.ResultsSeventy four students were randomized to the ‘video-based feedback’ group and 68 were randomized to the control group. In both groups, STAI-S scores were significantly lower after 3 months of internship. However, the reduction in STAI-S scores was significantly greater in the “video-based feedback” group than in controls (-9.2 ± 9.3 vs. –4.6 ± 8.2, p = 0.024. Compared to the control group, significantly fewer students with high-level anxiety were observed in the “video-based feedback” group after 3 months of internship (68 vs. 28%, p <0.001).ConclusionsCompared to “usual practice”, video-assisted oral feedback reduced anxiety and significantly decreased the proportion of students experiencing severe anxiety.

Video-based on-ward supervision for final year medical students

“…In terms of different forms of feedback, video-feedback has been found to be highly effective, as shown in the acquisition of resuscitation skills [29, 30] and surgical techniques [31–33]. In a recently published study on oral presentations of clinical cases publicly presented by medical students, video-assisted, oral feedback reduced severe anxiety during presentations when compared with ‘usual practice’ [34]. However, it remains unclear whether it is feasible to integrate video-feedback into clinical internal medicine routines in the ward setting and if such an innovative model would be accepted.…”

Perceived Anxiety is Negligible in Medical Students Receiving Video Feedback During Simulated Core Practical Skills Teaching: A Randomised Trial Comparing Two Feedback Modalities

“…In specific relation to VF, it has been previously suggested that anxiety may prevent full student benefit from VF sessions [20]. Whilst one multi-centre randomised study has shown reduced anxiety in relation to oral presentation skills when VF was used, there are no other studies demonstrating similar findings with VF [21]. Indeed, increased perceived anxiety associated with VF in the setting of non-technical skill acquisition has been reported [20,[22][23].…”

Preoperative airway management checklist: the transfer of knowledge ınto clinical practice by video based feedback

“…In recent studies, it has been shown that it is possible to gain technical skills in practice with video feedback, such as cardiopulmonary resuscitation or surgical procedures. [7,8] Inadequate control of the anesthesia machine and other anesthesia equipment is a common cause of the possibility of anesthesia errors and associated complications. [9] Therefore, many approaches have been developed for the control before anesthesia applications, and it is aimed to increase patient safety by creating checklists.…”