Influence of video-based feedback on self-assessment accuracy of endoscopic skills: a randomized controlled trial

Abstract

Background and study aims Novice endoscopists are inaccurate in self-assessment of procedures. One means of improving self-assessment accuracy is through video-based feedback. We aimed to determine the comparative effectiveness of three video-based interventions on novice endoscopists’ self-assessment accuracy of endoscopic competence. Materials and methods Novice endoscopists (performed < 20 previous procedures) were recruited. Participants completed a simulated esophagogastroduodenoscopy (EGD) on a virtual reality simulator. They were then randomized to one of three groups: self-video review (SVR), which involved watching a recorded video of their own performance; benchmark review (BVR), which involved watching a video of a simulated EGD completed by an expert; and self- and benchmark video (SBVR), which involved both videos. Participants then completed two additional simulated EGD cases. Self-assessments were conducted immediately after the first procedure, after the video intervention and after the additional two procedures. External assessments were conducted by two experienced endoscopists, who were blinded to participant identity and group assignment through video recordings. External and self-assessments were completed using the global rating scale component of the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT GRS). Results Fifty-one participants completed the study. The BVR group had significantly improved self-assessment accuracy in the short-term, compared to the SBVR group (P = .005). The SBVR group demonstrated significantly improved self-assessment accuracy over time (P = .016). There were no significant effects of group or of time for the SVR group. Conclusions Video-based interventions, particularly combined use of self- and benchmark video review, can improve accuracy of self-assessment of endoscopic competence among novices.

Impact of COVID-19 on endoscopy trainees: an international survey

“…28 Although simulation training requires performance feedback to be optimally effective, 29 self-assessment with benchmark videos and computerized feedback are viable alternatives. 30,31 For all trainees, cognitive competencies can be developed through distance education using educational resources, webinars, and open access social media education, such as structured conversations on Twitter. 32 All 3 major American GI societies have high-quality, expert-led, endoscopy training videos, notably the American Society for Gastrointestinal Endoscopy with its catalogue of education materials in GI Leap and online learning platform.…”

Vietnamese Efl Tertiary Teachers’ English Communication in Non-English Major Classes: A Case Study

“…from teacher to the head of teacher group, to the Dean of faculty, and then to the principal). Consequently, self-video review may provide a stress-free environment that may represent authentic and real-life practices and produce high-quality data which teachers can use to interpret their own performances (Scaffidi et al, 2019). This is particularly essential when lecturers need to consider aspects that cannot be fully reflected in the written form such as their nonverbal behaviours or students' reactions when lecturers are not looking at them.…”

COVID-19 and Canadian Gastroenterology Trainees

“…Simulation-based training for novices, for example, has been shown to lead to improved endoscopic technical and non-technical skills ( 15–17 ); it also shortens the time required to attainment competence ( 18 ). Furthermore, benchmark videos and computerized feedback can be used to help improve trainees’ self-assessment abilities, enabling them to better self-direct their own learning, selecting learning tasks that fit their learning needs ( 19 , 20 ). Incorporating these evidence-based strategies into a national simulation curricula can allow programs to supplement traditional patient-based training during the pandemic.…”