Content area
Background
Video review is a feasible, commonly used learning tool, but current literature lacks a comprehensive review of its impact on learning in postgraduate medical education. This systematic review aims at examining the learning effect of video review of resident performance in clinical practice during postgraduate medical education.
Methods
A systematic literature search was conducted from May 2023 to July 2023 with an update on 12/12/2023. Databases of MEDLINE (Pubmed), Web of Science, Embase and ERIC (through Webquest) were searched. Eligible articles had to describe the learning effects of video review in clinical practice in postgraduate medical education. The videos had to be actively recorded in a setting where a camera was not normally used for standard patient care. The investigated effect needed to be classified at least as a Kirkpatrick level 2. We iteratively developed a standardized data extraction form to extract study characteristics. The methodological quality of the individual studies was assessed using the Medical Education Research Quality Instrument.
Results
Out of 9323 records after deduplication, 11 studies were included. The designs were randomised controlled trials (n = 4) and single-group pre-test post-tests trials (n = 7). The studies had outcomes related to knowledge and skills (n = 5), resident behaviours (n = 5) and patient outcome (n = 1). All studies reported outcomes regarding learning effect.
Conclusions
Video review appears to have a positive impact on residents’ learning outcomes in postgraduate medical education. However, it is mostly not tailored to the specific learning needs of residents, and there is a lack of information regarding its optimal integration with other learning methods and within distinct clinical contexts. The heterogeneity observed among the included studies makes it challenging to formulate clear recommendations in the use of video.
Details
Educational Research;
Control Groups;
Influence of Technology;
Educational Methods;
Learning Processes;
Medical Education;
Measurement Techniques;
Meta Analysis;
Followup Studies;
Medical Evaluation;
Outcome Measures;
Goal Orientation;
Computer Oriented Programs;
Databases;
Conference Papers;
Anesthesiology;
Information Seeking;
Data Analysis;
Eligibility;
Educational Assessment;
Outcomes of Education;
Database Management Systems;
Cognitive Ability;
Educational Needs
; Van Winckel, Myriam 2
; Mulder, Antonius 3
; Embo, Mieke 4
1 Ghent University, Department of Internal Medicine and Pediatrics, Faculty of Medicine and Health Sciences, Ghent, Belgium (GRID:grid.5342.0) (ISNI:0000 0001 2069 7798); Antwerp University, Laboratory for Experimental Medicine and Paediatrics, Faculty of Medicine and Health Sciences, Wilrijk, Belgium (GRID:grid.5284.b) (ISNI:0000 0001 0790 3681)
2 Ghent University, Department of Internal Medicine and Pediatrics, Faculty of Medicine and Health Sciences, Ghent, Belgium (GRID:grid.5342.0) (ISNI:0000 0001 2069 7798)
3 Antwerp University, Laboratory for Experimental Medicine and Paediatrics, Faculty of Medicine and Health Sciences, Wilrijk, Belgium (GRID:grid.5284.b) (ISNI:0000 0001 0790 3681); Antwerp University Hospital, Department of Neonatology, Edegem, Belgium (GRID:grid.411414.5) (ISNI:0000 0004 0626 3418)
4 Ghent University, Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent, Belgium (GRID:grid.5342.0) (ISNI:0000 0001 2069 7798); Artevelde University of Applied Sciences, Expertise Network Health and Care, Ghent, Belgium (GRID:grid.5342.0)