Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study

Abstract

Purpose Combined video modeling (VM) and video feedback (VF) may be more beneficial than traditional feedback when teaching procedural skills. This study examined whether repeated VM and VF compared with VM alone reduced the time required for medical students to perform peripheral intravenous (IV) cannulation. Methods Twenty-five novice medical students were randomly assigned to groups in a one-way blinded embedded mixed-methods study to perform IV cannulation.Participants received standardized instruction and performed IV cannulation on each other while being audio-video recorded. They were assigned to review a video of an expert performing IV cannulation (VM alone), or both the expert video and a video of their own most recent IV cannulation (VM?VF), before returning to perform another IV cannulation. This was repeated for a total of four IV cannulation encounters and three video reviews. A post-test interview was also conducted and analyzed qualitatively using thematic content analysis. Results The median [interquartile range] time required to perform IV cannulation in the final encounter was significantly different between the VM?VF group vs VM alone group (126 [93-226] sec vs 345 [131-537] sec, respectively; median difference, 111 sec; 95% confidence interval, 8 to 391; P = 0.02). There was no significant difference in IV cannulation success between VM alone and VM?VF in the final encounter (75% vs 85% respectively; P = 0.65). For the VM?VF group, the time to perform IV cannulation was reduced after the final encounter compared with the baseline encounter (P = 0.002), which was not true of the VM alone group (P = 0.35).

Immersive Video Modeling Versus Traditional Video Modeling for Teaching Central Venous Catheter Insertion to Medical Residents

“…The quality of our in-task, concurrent feedback may have overshadowed any positive effect immersive VM could have had on the scoring. This has been recently studied in novice medical students [24], wherein early procedural learning benefitted from VM, but in later procedural interventions students subjectively benefitted more from concurrent feedback. Secondly, we identified that the cognitive load remained higher in the immersive VM group, which may have adversely affected performance.…”

The use of GoPro for video feedback in training for pediatric airway management

“…However, recent studies have shown that training efficiency by video feedback is superior to that by the traditional method in the fields of regional anesthesia and intravenous cannulation. 1,2 For assessing direct laryngoscopic view, the use of Google Glass (Google) was reported by Spencer et al 3 However, Google Glass is not appropriate for evaluating overall airway management because the view it provides is limited to the view of the person wearing it. Therefore, as a part of our quality improvement project, we decided to use GoPro (GoPro, Inc.,) for video feedback in pediatric airway management.…”

Training soccer goalkeeping skills: Is video modeling enough?

“…There are only three single‐subject design studies (Dowrick & Dove, 1980; Quinn et al, 2020; Scott et al, 1998) evaluating VM alone for teaching sports skills for individual athletes. Similar to the sports literature, VM is often provided within a treatment package in other fields, such as teaching skills to individuals with autism spectrum disorder (McCoy & Hermansen, 2007; Park et al, 2019; Syriopoulou‐Delli & Sarri, 2021); training parents, educators, and human service staff to implement procedures or teach others (Gerencser et al, 2020; Marano et al, 2020) and training medical practitioners to perform medical procedures (Jamshidi et al, 2009; Yu et al, 2020). Researchers have suggested that VM alone should be assessed before adding other components to an intervention (e.g., Park et al, 2019) and described the advantages of minimizing trainer presence when teaching skills (e.g., Ericsson, 2014; Marano et al, 2020).…”

“…Researchers in other fields have asserted that these independent opportunities are highly desirable for teaching medical procedures (e.g., Ericsson, 2014; Mota et al, 2018) and training staff (e.g., Gerencser et al, 2020; Marano et al, 2020). Medical practitioners receiving VM training have described the chance to have independent multiple viewings of a video as beneficial for thoroughly learning the skill and noticing new details (Yu et al, 2020).…”

“…Although the results of Quinn et al demonstrated only moderate improvements with VM for improving performance, these improvements nonetheless show potential for VM as an efficient procedure that can be implemented by coaches or trainers, or the athletes themselves. Given the success of VM‐alone interventions in other fields (e.g., Gerencser et al, 2020; Yu et al, 2020), and that Quinn et al (2020) is only one of three studies using single‐case research to evaluate the effects of VM alone to improve athletic skills (as well as the only study within the last two decades to do so), additional research evaluating VM alone for sports performance is warranted. Therefore, the first purpose of the current study was to replicate Quinn et al (2020) and evaluate the effects of a VM intervention for individual athletes before considering the addition of a VM + VF component.…”