You are thinking, reflecting, analysing what you see and what you do all the time
perception of General Practice trainees about video feedback
DOI:
https://doi.org/10.5712/rbmfc19(46)3928Keywords:
Health Communication, Graduate medical education, Physician-patient relations.Abstract
Introduction: Communication is recognized as a central skill by various international medical education regulatory bodies. Specific teaching on communication skills is important to enhance doctors’ communication. Experiential techniques appear to be superior compared to traditional models. Real-life consultation helps trainees visualize their interview skills and reflect on them. Upgraded by technology, the use of video-recorded medical visits became the standard approach for communication teaching. However, the effectiveness pf this technique relies on trainees’ active involvement. Their inputs and peer feedback on the recorded consultation are essential to learning. Despite its importance, their perspective on the usefulness of video feedback in medical education has received limited attention. Objective: To understand the perception of learning among general practice trainees as a result of the video feedback activity in their vocational training. Methods: An exploratory, qualitative study, conducted with first-year general practice trainees from an established training program in São Paulo, Brazil. Participants were interviewed after educational session, which were analyzed using reflexive thematic analysis. Results: Self-perception of their practice, communication skills learning, and affective gains were identified by participants as learning points derived from the video feedback activity. Furthermore, for specific communication skills learning, they mentioned nonverbal and verbal communication, theory and practice connections, consultation structure and opportunities for crystallizing knowledge. Affective gains included feeling part of a group, improving self-esteem, overcoming insecurities, perception of more effective consultations, reinforcing fondness for their work, and need for more learning. Conclusions: The learning gains identified in our study led to an experience of common humanity, which allowed participants to be more technically and affectively effective with their patients. Also, we identified that the video feedback educational activity can be used for other possible educational purposes, beyond the teaching of communication.
Downloads
Metrics
References
Vogel D, Meyer M, Harendza S. Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students. BMC Med Educ 2018;18(1):1-7. https://doi.org/10.1186/s12909-018-1260-9 DOI: https://doi.org/10.1186/s12909-018-1260-9
Delbridge EJ, Wilson T, McGregor JD, Ankerman JS. Interdisciplinary video review: Assessing milestones and providing feedback. Int J Psychiatry Med 2019;54(4-5):266-74. https://doi.org/10.1177/0091217419870002 DOI: https://doi.org/10.1177/0091217419870002
Eeckhout T, Gerits M, Bouquillon D, Schoenmakers B. Video training with peer feedback in real-time consultation: Acceptability and feasibility in a general-practice setting. Postgrad Med J 2016;92(1090):431-5. https://doi.org/10.1136/postgradmedj-2015-133633 DOI: https://doi.org/10.1136/postgradmedj-2015-133633
Gask L, Goldberg D, Lesser AL, Millar T. Improving the psychiatric skills of the general practice trainee: an evaluation of a group training course. Med Educ 1988;22(2):132-8. https://doi.org/10.1111/j.1365-2923.1988.tb00423.x DOI: https://doi.org/10.1111/j.1365-2923.1988.tb00423.x
Roter DL, Larson S, Shinitzky H, Chernoff R, Serwint JR, Adamo G, et al. Use of an innovative video feedback technique to enhance communication skills training. Med Educ 2004;38(2):145-57. https://doi.org/10.1111/j.1365-2923.2004.01754.x DOI: https://doi.org/10.1111/j.1365-2923.2004.01754.x
Tan XH, Foo MA, Lim SLH, Lim MBXY, Chin AMC, Zhou J, et al. Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review. BMC Med Educ 2021;21(1):1-19. https://doi.org/ 10.1186/s12909-021-02892-5 DOI: https://doi.org/10.1186/s12909-021-02892-5
Junod Perron N, Nendaz M, Louis-Simonet M, Sommer J, Gut A, Cerutti B, et al. Impact of postgraduate training on communication skills teaching: A controlled study. BMC Med Educ 2014;14(1):80. https://doi.org/10.1186/1472-6920-14-80 DOI: https://doi.org/10.1186/1472-6920-14-80
Ho K, Yao C, Novak Lauscher H, Koehler BE, Shojania K, Jamal S, et al. Remote assessment via video evaluation (RAVVE): A pilot study to trial video-enabled peer feedback on clinical performance. BMC Med Educ 2019;19(1):1-9. https://doi.org/10.1186/s12909-019-1905-3 DOI: https://doi.org/10.1186/s12909-019-1905-3
Lesser AL. Problem‐based interviewing in general practice: a model. Med Educ 1985;19(4):299-304. https://doi.org/10.1111/j.1365-2923.1985.tb01325.x DOI: https://doi.org/10.1111/j.1365-2923.1985.tb01325.x
Wouda JC, van de Wiel HBM. The effects of self-assessment and supervisor feedback on residents’ patient-education competency using videoed outpatient consultations. Patient Educ Couns 2014;97(1):59-66. https://doi.org/10.1016/j.pec.2014.05.023 DOI: https://doi.org/10.1016/j.pec.2014.05.023
Verby JE, Holden P, Davis RH. Peer review of consultations in primary care: The use of audiovisual recordings. Br Med J 1979;1(6179):1686-8. https://doi.org/10.1136/bmj.1.6179.1686 DOI: https://doi.org/10.1136/bmj.1.6179.1686
Sherman MD, Nissly T, Carlson S, Wootten M. Video Review Process: Enhancing Impact and Resident/Faculty Satisfaction. PRiMER 2018;2:1-5. https://doi.org/10.22454/primer.2018.152628 DOI: https://doi.org/10.22454/PRiMER.2018.152628
Dohms MC, Collares CF, Tibério IC. Video-based feedback using real consultations for a formative assessment in communication skills. BMC Med Educ 2020;20(1):1-9. https://doi.org/10.1186/s12909-020-1955-6 DOI: https://doi.org/10.1186/s12909-020-1955-6
Zafra-Ramírez N, Pérez-Milena A, Valverde-Bolívar FJ, Rodríguez-Bayón A, Delgado-Rodríguez M. Accomplishment of preventive activities proposed by resident doctors of Family Medicine in Primary Care and its relationship with communication skills. Aten Primaria 2019;51(9):562-70. https://doi.org/10.1016/j.aprim.2018.05.010 DOI: https://doi.org/10.1016/j.aprim.2018.05.010
Shannon-Baker P. Philosophical underpinnings of mixed methods research in education. In: International Encyclopedia of Education. 4. ed. Elsevier; 2023. p. 380-9. https://doi.org/10.1016/B978-0-12-818630-5.11037-1 DOI: https://doi.org/10.1016/B978-0-12-818630-5.11037-1
Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol 2006;3(2):77-101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Geiser E, Schilter LV, Carrier JM, Clair C, Schwarz J. Reflexivity as a tool for medical students to identify and address gender bias in clinical practice: A qualitative study. Patient Educ Couns 2022;105(12):3521-8. https://doi.org/10.1016/j.pec.2022.08.017 DOI: https://doi.org/10.1016/j.pec.2022.08.017
Nguyen QD, Fernandez N, Karsenti T, Charlin B. What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Med Educ 2014;48(12):1176-89. https://doi.org/10.1111/medu.12583 DOI: https://doi.org/10.1111/medu.12583
Branch WT, Paranjape A. Feedback and Reflection. Acad Med 2002;77(12, Part 1):1185-8. https://doi.org/10.1097/00001888-200212000-00005 DOI: https://doi.org/10.1097/00001888-200212000-00005
Arabi AN, Kennedy CA. The perceptions and experiences of undergraduate healthcare students with debriefing methods. Simul Healthc 2023;18(3):191-202. https://doi.org/10.1097/SIH.0000000000000673 DOI: https://doi.org/10.1097/SIH.0000000000000673
Uygur J, Stuart E, De Paor M, Wallace E, Duffy S, O’Shea M, et al. A best evidence in medical education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51. Med Teach 2019;41(1):3-16. https://doi.org/10.1080/0142159X.2018.1505037 DOI: https://doi.org/10.1080/0142159X.2018.1505037
Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach 2009;31(8):685-95. https://doi.org/10.1080/01421590903050374 DOI: https://doi.org/10.1080/01421590903050374
Marita P, Leena L, Tarja K. Nurses’ self-reflection via videotaping to improve communication skills in health counseling. Patient Educ Couns 1999;36(1):3-11. https://doi.org/10.1016/s0738-3991(98)00069-x DOI: https://doi.org/10.1016/S0738-3991(98)00069-X
Verheijden M, Giroldi E, van den Eertwegh V, Luijkx M, van der Weijden T, de Bruin A, et al. Identifying characteristics of a skilled communicator in the clinical encounter. Med Educ 2023;57(5):418-429. https://doi.org/10.1111/medu.14953 DOI: https://doi.org/10.1111/medu.14953
Hammoud MM, Morgan HK, Edwards ME, Lyon JA, White C. Is video review of patient encounters an effective tool for medical student learning? A review of the literature. Adv Med Educ Pract 2012;3:19-30. https://doi.org/10.2147/AMEP.S20219 DOI: https://doi.org/10.2147/AMEP.S20219
Kurtz S, Silverman J, Draper J. Choosing and using appropriate teaching methods. In: Kurtz S, Silverman J, Draper J, editors. Teaching and Learning Communication Skills in Medicine. 2. ed. Oxford, UK: Radcliffe Publishing; 2005. p. 77-103. DOI: https://doi.org/10.1201/9781315378398-5
Fukkink RG, Trienekens N, Kramer LJC. Video Feedback in Education and Training: Putting Learning in the Picture. Educ Psychol Rev 2011;23(1):45-63. https://doi.org/10.1007/s10648-010-9144-5 DOI: https://doi.org/10.1007/s10648-010-9144-5
Zhang H, Liao AWX, Goh SHL, Yoong SQ, Lim AXM, Wang W. Effectiveness and quality of peer video feedback in health professions education: A systematic review. Nurse Educ Today 2022;109(November 2021):105203. https://doi.org/10.1016/j.nedt.2021.105203 DOI: https://doi.org/10.1016/j.nedt.2021.105203
Burke G, Melvin L, Ginsburg S. “Patients are the people who teach me the most”: exploring the development of communication skills during internal medicine residency. J Grad Med Educ 2023;15(1):59-66. https://doi.org/10.4300/jgme-d-22-00433.1 DOI: https://doi.org/10.4300/JGME-D-22-00433.1
Neff KD. Self-compassion: theory, method, research, and intervention. Annu Rev Psychol 2023;74(1):193-218. https://doi.org/10.1146/annurev-psych-032420-031047 DOI: https://doi.org/10.1146/annurev-psych-032420-031047
Long P, Neff KD. Self-compassion is associated with reduced self-presentation concerns and increased student communication behavior. Learn Individ Differ 2018;67:223-31. https://doi.org/10.1016/j.lindif.2018.09.003 DOI: https://doi.org/10.1016/j.lindif.2018.09.003
Firestone WA. Alternative Arguments for Generalizing From Data as Applied to Qualitative Research. Educ Res 1993;22(4):16-23. https://doi.org/10.3102/0013189X022004016 DOI: https://doi.org/10.3102/0013189X022004016
Govender S. Students perceptions of teaching methods used at South African higher education institutions. South African J High Educ 2016;29(3). https://doi.org/10.20853/29-3-486 DOI: https://doi.org/10.20853/29-3-486
Martens SE, Spruijt A, Wolfhagen IHAP, Whittingham JRD, Dolmans DHJM. A students’ take on student-staff partnerships: experiences and preferences. Assess Eval High Educ 2019;44(6):910-9. https://doi.org/10.1080/02602938.2018.1546374 DOI: https://doi.org/10.1080/02602938.2018.1546374
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Carlos Frederico Confort Campos, Nicolle Taissun
This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting a manuscript to the RBMFC, authors retain ownership of the copyright in the article, and authorize RBMFC to publish that manuscript under the Creative Commons Attribution 4.0 license and identify itself as the vehicle of its original publication.
