Video-augmented feedback for procedural performance. (2nd June 2016)

• Record Type: Journal Article
• Authors: Wittler, Mary; Hartman, Nicholas; Manthey, David; Hiestand, Brian; Askew, Kim
• Is Part Of: Medical teacher. Volume 38:Number 6(2016)
• Page Start: 607
• Page End: 612
• Publication Date: 2016-06-02
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2015.1075650
• Languages: English
• ISSNs: 0142-159X

Abstract

Abstract: Background: Resident programs must assess residents' achievement of core competencies for clinical and procedural skills. Aims: Video-augmented feedback may facilitate procedural skill acquisition and promote more accurate self-assessment. Methods: A randomized controlled study to investigate whether video-augmented verbal feedback leads to increased procedural skill and improved accuracy of self-assessment compared to verbal only feedback. Participants were evaluated during procedural training for ultrasound guided internal jugular central venous catheter (US IJ CVC) placement. All participants received feedback based on a validated 30-point checklist for US IJ CVC placement and validated 6-point procedural global rating scale. Results: Scores in both groups improved by a mean of 9.6 points (95% CI: 7.8–11.4) on the 30-point checklist, with no difference between groups in mean score improvement on the global rating scale. In regards to self-assessment, participant self-rating diverged from faculty scoring, increasingly so after receiving feedback. Residents rated highly by faculty underestimated their skill, while those rated more poorly demonstrated increasing overestimation. Conclusions: Accuracy of self-assessment was not improved by addition of video. While feedback advanced the skill of the resident, video-augmented feedback did not enhance skill acquisition or improve accuracy of resident self-assessment compared to standard feedback.