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


Keywords: feedback tools, self-assessment of performance, self-directed learning with feedback, feedback and self-assessment, video review of performance with feedback

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video review of patient encounters an effective tool for medical student learning? A review of the literature Review (2464) Total Article Views Authors: Hammoud MM, Morgan HK, Edwards ME, Lyon JA, White C Published Date March 2012 Volume 2012:3 Pages 19 - 30 DOI: Received: 15 November 2011 Accepted: 14 December 2011 Published: 22 March 2012 Maya M Hammoud1, Helen K Morgan1, Mary E Edwards2, Jennifer A Lyon2, Casey White3 1Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA; 2Health Sciences Center Libraries, University of Florida, Gainesville, FL, USA; 3Graduate Medical Education, Faculty Affairs and Department of Anesthesiology, University of Florida College of Medicine, Gainesville, FL, USA Purpose: To determine if video review of student performance during patient encounters is an effective tool for medical student learning. Methods: Multiple 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). Results: A 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. Conclusion: There 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.


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