Personalized video feedback improves suturing skills of incoming general surgery trainees

Naik, Nimesh D.; Abbott, Eduardo; Gas, Becca L.; Murphy, Brittany L.; Farley, David R.; Cook, David A.

doi:10.1016/j.surg.2017.11.006

Cited by 22 publications

(13 citation statements)

References 25 publications

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“…The video with feedback was returned for review prior to an assessment activitysuturing simulation. In contrast, the control group did not video record their suturing skills and did not receive any feedback prior to the suturing simulation (Naik et al, 2018). A higher completion rate in all 4 skills in the surgeon-annotated personalized feedback group than the no-feedback group (82% vs 30%, p < .0001) was reported.…”

Section: B Relating: Students' Skills and Forms Of Faculty Feedbackmentioning

confidence: 93%

“…Additionally, the feedback group completed the skills five times faster (p < .0001) and their suture quality was higher than the no-feedback group (p < .0001). Furthermore, the video feedback group improved significantly in checklist scores (mean difference = 2.0 of 11 points) and time to complete subcuticular skills (109 seconds) when compared to their first submitted video (Naik et al, 2018).…”

Section: B Relating: Students' Skills and Forms Of Faculty Feedbackmentioning

confidence: 94%

“…With an increase in class size, diverse learners, and limited resources, faculty recording feedback (delayed; asynchronized) on students' video or face-toface skills have rendered positive relational outcomes. Naik et al (2018) compared the effects of personalized narrated (voiceover) expert video feedback with no feedback on medical surgery trainees' suturing skills (n = 56). The feedback group video recorded subcuticular wound closure skills three times at three-week intervals and submitted it via the online system for evaluation by an experienced staff surgeon.…”

Section: B Relating: Students' Skills and Forms Of Faculty Feedbackmentioning

confidence: 99%

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Feedback on video skill: A concept analysis

Epstein

Bertram

Lightstone

et al. 2020

INYI

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Increasing rates of mental health concerns are seen among youth in post-secondary institutions, particularly those enrolled in clinical-based health programs such as nursing. Nursing students are required to demonstrate skill competence for successful completion of nursing programs. Recent studies show that when students and faculty are engaged in video and audio recording of their own skills or co-creating video skills, many positive outcomes emerge, including a positive influence on their mental health. However, these videos skills are often overlooked by faculty. We explore the concept of "feedback on video skills" and its pedagogical and ethical implications for health and allied health practitioners within the context of flexible learning environments. Walker and Avant's (2011) concept analysis methodology was used. We identified the quantitative attributes and characteristics of "feedback on video skills" and presented sample cases to illustrate the concept further and guide the design and application of an online feedback video toolbox resource. Feedback is an important dimension of video skill teaching and learning. While faculty (expert) feedback on clinical skills is paramount in nursing education, other forms of feedback can be as valuable. This concept analysis method highlighted quantitative elements of feedback but left gaps in our understanding of the social relations and ethical considerations involved in using videorecorded feedback as a pedagogical tool. We suggest to further consider the use of video-recorded feedback through the lens of socio-technical affordances.

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Section: B Relating: Students' Skills and Forms Of Faculty Feedbackmentioning

confidence: 93%

Section: B Relating: Students' Skills and Forms Of Faculty Feedbackmentioning

confidence: 94%

Section: B Relating: Students' Skills and Forms Of Faculty Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Feedback on video skill: A concept analysis

Epstein

Bertram

Lightstone

et al. 2020

INYI

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show abstract

“…[34][35][36][37] Within healthcare the use of video feedback has already been used in improving prescribing, medical and surgical outcomes. [38][39][40][41][42][43][44] A study involving novices 45 identified that video-enhanced feedback improved clinical skills performance over and above the effect of receiving feedback on skills development directly from an expert. In another study involving a pharmacist-led video-stimulated feedback intervention, researchers also observed a reduction in prescribing errors among participants, albeit there was no control group to fully assess the real effect of the intervention.…”

Section: Developing Expertise Through Deliberate Practice and Feedbackmentioning

confidence: 99%

“…Video feedback has been demonstrated to have a positive performance effect across a wide range of areas—sport, music, communication and rehabilitation 34–37 . Within healthcare the use of video feedback has already been used in improving prescribing, medical and surgical outcomes 38–44 . A study involving novices 45 identified that video‐enhanced feedback improved clinical skills performance over and above the effect of receiving feedback on skills development directly from an expert.…”

Section: Introductionmentioning

confidence: 99%

Improving junior doctor medicine prescribing and patient safety: An intervention using personalised, structured, video‐enhanced feedback and deliberate practice

Green

Shahzad

Wood

et al. 2020

Brit J Clinical Pharma

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Aims: This research investigated the effectiveness of an intervention for improving the prescribing and patient safety behaviour among Foundation Year doctors. The intervention consisted of simulated clinical encounters with subsequent personalised, structured, video-enhanced feedback and deliberate practice, undertaken at the start of four-month sub-specialty rotations. Methods: Three prospective, non-randomised control intervention studies were conducted, within two secondary care NHS Trusts in England. The primary outcome measure, error rate per prescriber, was calculated using daily prescribing data. Prescribers were grouped to enable a comparison between experimental and control conditions using regression analysis. A break-even analysis evaluated costeffectiveness.

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