Video-triggered professional learning for general practice trainers: using the ‘cauldron of practice’ to explore teaching and learning

Clement, Tim; Howard, Duncan; Lyon, Eldon; Silverman, Jonathan; Molloy, Elizabeth

doi:10.1080/14739879.2019.1703560

Cited by 6 publications

(7 citation statements)

References 21 publications

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“…This allowed for rich discussion in the small groups, which set the foundation for broader large group discourse. This is similar to Clement’s study where general practice medical educators were able to use videos of their teaching practices as stimulus for discussion for improving teaching [ 12 ]. Ber and Alroy also found that medical students’ perspectives on professionalism differed when viewing trigger videos prior to clerkship compared to viewing the videos after initiating clinical experience, indicating that the same trigger video format can be used at different stages of training [ 16 ].…”

Section: Discussionsupporting

confidence: 57%

“…Additionally, nurse anesthesia instructors have noted that trigger videos help to hone skills necessary to teach in high stress environments [ 11 ]. For medical educators, a pilot of a video-based faculty development curriculum showed promise to affect change in teaching practices [ 12 ]. We employed trigger videos in our workshops to exploit these advantages for faculty development in surgery.…”

Section: Introductionmentioning

confidence: 99%

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Trigger videos: a novel application of a tool for surgical faculty development

2021

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Background Trigger videos have occasionally been used in medical education; however, their application to surgical faculty development is novel. We assessed participants’ attitudes towards workshops on intraoperative teaching (IOT) that were anchored by trigger videos, and studied whether they could generate discussion-for-learning among surgeons in this workshop setting. Methods Surgeons from multiple specialties attended one of six faculty development workshops where IOT trigger videos were shown and discussed during break-out sessions. Participants completed questionnaires to (1) evaluate videos via survey and feedback, and (2) identify adoptable and discardable IOT techniques. Teaching techniques were collated to identify planned IOT changes and survey data and feedback were analyzed. Results A total of 135 surgeons identified 292 adoptable and 202 discardable IOT techniques based on trigger videos and discussions, and 94% of participants reported that the trigger videos were useful and encouraged them to discuss and consider new IOT techniques in their own practice. Conclusions Participants reported that the trigger videos were useful and motivating. Surgeons critically reflected on IOT during the sessions, identifying numerous adoptable and discardable techniques relevant to their own teaching styles. Trigger videos can be a valuable tool for surgical faculty development and can be tailored to other medical specialties.

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Section: Discussionsupporting

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Trigger videos: a novel application of a tool for surgical faculty development

2021

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“…The FQI offers a framework that educators can use when preparing for a feedback encounter, as a sensitising technique or afterwards, to analyse the encounter and trigger self-reflection. Clinicians could ask a colleague to observe their feedback practice, with learner consent, or instigate a ‘video club’ in which clinicians regularly discuss their own feedback practice videos [ 80 ]. In these situations, the critique could be stimulated by items on the FQI, rather than ‘gut feels’ about whether or not a feedback session was effective [ 81 ].…”

Section: Discussionmentioning

confidence: 99%

Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions

et al. 2021

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Background Face-to-face feedback plays an important role in health professionals’ workplace learning. The literature describes guiding principles regarding effective feedback but it is not clear how to enact these. We aimed to create a Feedback Quality Instrument (FQI), underpinned by a social constructivist perspective, to assist educators in collaborating with learners to support learner-centred feedback interactions. In earlier research, we developed a set of observable educator behaviours designed to promote beneficial learner outcomes, supported by published research and expert consensus. This research focused on analysing and refining this provisional instrument, to create the FQI ready-to-use. Methods We collected videos of authentic face-to-face feedback discussions, involving educators (senior clinicians) and learners (clinicians or students), during routine clinical practice across a major metropolitan hospital network. Quantitative and qualitative analyses of the video data were used to refine the provisional instrument. Raters administered the provisional instrument to systematically analyse educators’ feedback practice seen in the videos. This enabled usability testing and resulted in ratings data for psychometric analysis involving multifaceted Rasch model analysis and exploratory factor analysis. Parallel qualitative research of the video transcripts focused on two under-researched areas, psychological safety and evaluative judgement, to provide practical insights for item refinement. The provisional instrument was revised, using an iterative process, incorporating findings from usability testing, psychometric testing and parallel qualitative research and foundational research. Results Thirty-six videos involved diverse health professionals across medicine, nursing and physiotherapy. Administering the provisional instrument generated 174 data sets. Following refinements, the FQI contained 25 items, clustered into five domains characterising core concepts underpinning quality feedback: set the scene, analyse performance, plan improvements, foster learner agency, and foster psychological safety. Conclusions The FQI describes practical, empirically-informed ways for educators to foster quality, learner-centred feedback discussions. The explicit descriptions offer guidance for educators and provide a foundation for the systematic analysis of the influence of specific educator behaviours on learner outcomes.

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“…‘What did you notice?’, a question we asked of general practice clinical educators after they had watched video excerpts of their colleagues teaching in the workplace 1 . We called each answer a ‘noticing’—a term that we had borrowed from the teacher education literature 2 —and the unpolished ‘noticings’ to refer to their answers in the aggregate.…”

Section: Introductionmentioning

confidence: 99%

“…', a question we asked of general practice clinical educators after they had watched video excerpts of their colleagues teaching in the workplace. 1 We called each answer a 'noticing'-a term that we had borrowed from the teacher education literature 2 -and the unpolished 'noticings' to refer to their answers in the aggregate. At about the same time Rooney and Boud 3 described how student nurses were prompted to 'notice' particular aspects of a simulation activity and outlined a rationale for the development of a 'pedagogy of noticing '.…”

Section: Introductionmentioning

confidence: 99%

‘Noticing’ in health professions education: Time to pay attention?

et al. 2022

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Background: Health professions education teaches students to notice particular things, but has given little attention to teaching 'noticing' as a form of personal inquiry. The former is self-evidently important, as it develops a way of seeing and behaving that is uniquely relevant to each health profession. Despite this emphasis, health professionals may fail to notice 'warning signs' in patients, be unaware of their own biases or develop unrecognised habits that have moved away from accepted standards. It has been suggested that such 'not noticing' is currently endemic.Approach: We situate our exploration of noticing in the mathematics and science education literature and John Mason's treatise on 'The discipline of noticing', differentiating between the observations that people make as they go about their lives ('ordinary' noticing), the specialised noticing that underpins professional expertise (Professional Noticing) and practices that can enhance the capacity to notice and to learn from experience (Intentional Noticing). We make the case for teaching health professions students about these conceptualisations of noticing, being able to notice with all our senses, and learning about the practices of Intentional Noticing in particular, which we suggest will have utility across health professional careers and personal lives.Implications: We acknowledge the difficulties in transferring heterogenous finding from one field to another but suggest that there are gains to be made in applying these noticing concepts to health professions education. We tentatively propose some strategies and activities for developing Professional Noticing and the practices of Intentional Noticing and link them to a new module that we are piloting with health professions students. As well as aiding health professionals sharpen their noticing abilities, reinvigorate their practice and interrogate assumptions that underpin health care, we suggest that ideas about 'noticing' may also help educators and researchers in the health professions reimagine their work.

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Video-triggered professional learning for general practice trainers: using the ‘cauldron of practice’ to explore teaching and learning

Cited by 6 publications

References 21 publications

Trigger videos: a novel application of a tool for surgical faculty development

Trigger videos: a novel application of a tool for surgical faculty development

Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions

‘Noticing’ in health professions education: Time to pay attention?

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