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Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance Ho, Kendall; Yao, Christopher; Novak Lauscher, Helen; Koehler, Barry E.; Shojania, Kam; Jamal, Shahin; Collins, David; Kherani, Raheem; Meneilly, Graydon; Eva, Kevin

Abstract

Background: Video review processes for evaluation and coaching are often incorporated into medical education as a means to accurately capture physician-patient interactions. Compared to direct observation they offer the advantage of overcoming many logistical challenges. However, the suitability and viability of using video-based peer consultations for professional development requires further investigation. This study aims to explore the acceptability and feasibility of video-based peer feedback to support professional development and quality improvement in patient care. Methods: Five rheumatologists each provided four videos of patient consultations. Peers evaluated the videos using five-point scales, providing annotations in the video recordings, and offering recommendations. The rheumatologists reviewed the videos of their own four patient interactions along with the feedback. They were asked to document if they would make practice changes based on the feedback. Focus groups were conducted and analysed to explore the effectiveness of video-based peer feedback in assisting physicians to improve clinical practice. Results: Participants felt the video-based feedback provided accurate and detailed information in a more convenient, less intrusive manner than direct observation. Observations made through video review enabled participants to evaluate more detailed information than a chart review alone. Participants believed that reviewing recorded consultations allowed them to reflect on their practice and gain insight into alternative communication methods. Conclusions: Video-based peer feedback and self-review of clinical performance is an acceptable and pragmatic approach to support professional development and improve clinical care among peer clinicians. Further investigation into the effectiveness of this approach is needed.

Item Metadata

Title
Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance
Creator
Ho, Kendall; Yao, Christopher; Novak Lauscher, Helen; Koehler, Barry E.; Shojania, Kam; Jamal, Shahin; Collins, David; Kherani, Raheem; Meneilly, Graydon; Eva, Kevin
Contributor
University of British Columbia. Centre for Health Education Scholarship
Publisher
BioMed Central
Date Issued
2019-12-18
Description
Background: Video review processes for evaluation and coaching are often incorporated into medical education as a means to accurately capture physician-patient interactions. Compared to direct observation they offer the advantage of overcoming many logistical challenges. However, the suitability and viability of using video-based peer consultations for professional development requires further investigation. This study aims to explore the acceptability and feasibility of video-based peer feedback to support professional development and quality improvement in patient care. Methods: Five rheumatologists each provided four videos of patient consultations. Peers evaluated the videos using five-point scales, providing annotations in the video recordings, and offering recommendations. The rheumatologists reviewed the videos of their own four patient interactions along with the feedback. They were asked to document if they would make practice changes based on the feedback. Focus groups were conducted and analysed to explore the effectiveness of video-based peer feedback in assisting physicians to improve clinical practice. Results: Participants felt the video-based feedback provided accurate and detailed information in a more convenient, less intrusive manner than direct observation. Observations made through video review enabled participants to evaluate more detailed information than a chart review alone. Participants believed that reviewing recorded consultations allowed them to reflect on their practice and gain insight into alternative communication methods. Conclusions: Video-based peer feedback and self-review of clinical performance is an acceptable and pragmatic approach to support professional development and improve clinical care among peer clinicians. Further investigation into the effectiveness of this approach is needed.
Subject
Physician; Peer feedback; Self-evaluation; Reflective practice; Video feedback; Medical education
Genre
Article
Type
Text
Language
eng
Date Available
2019-12-19
Provider
Vancouver : University of British Columbia Library
Rights
Attribution 4.0 International (CC BY 4.0)
DOI
10.14288/1.0387219
URI
http://hdl.handle.net/2429/72856
Affiliation
Medicine, Faculty of; Other UBC; Emergency Medicine, Department of; Medicine, Department of
Citation
BMC Medical Education. 2019 Dec 18;19(1):466
Publisher DOI
10.1186/s12909-019-1905-3
Peer Review Status
Reviewed
Scholarly Level
Faculty
Copyright Holder
The Author(s).
Rights URI
http://creativecommons.org/licenses/by/4.0/
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Attribution 4.0 International (CC BY 4.0)