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Anxiety and self-awareness in video feedback
Emma Lindon-Morris1, Anita Laidlaw
1Medical School, University of Manchester, UK.
The Clinical Teacher
|May 8, 2014
Summary
Medical students experience anxiety and high self-awareness during video feedback training. Addressing these issues can improve their learning experience and self-perception of clinical skills.
Area of Science:
- Medical Education
- Clinical Communication Training
- Healthcare Professional Development
Background:
- Doctor-patient communication is crucial in UK medical practice and education.
- Innovative training methods like video feedback are used, but barriers like social anxiety and self-awareness exist for medical students.
- This study examines how student anxiety and self-awareness affect learning in video feedback workshops.
Purpose of the Study:
- To investigate the impact of medical student anxiety on their learning experience in video feedback workshops.
- To explore the role of self-awareness in hindering or enhancing the benefits of video feedback training.
- To identify strategies for optimizing clinical communication training using video feedback.
Main Methods:
- The study involved third-year medical students (n = 47).
- Written reflections on video feedback experiences were collected.
- Thematic analysis was used to identify themes related to anxiety and self-awareness.
Main Results:
- Students reported significant anxiety about being video-recorded during simulated patient interactions.
- High levels of public self-awareness led to concerns about peer judgment.
- Peer feedback helped students adjust their self-perceptions by comparing performances.
Conclusions:
- Clinical communication trainers must acknowledge and mitigate student anxiety and public self-awareness.
- Informing students about the process and shifting focus from peer appraisal can reduce anxiety.
- Improving the accuracy of self-perception of skills is a key benefit of video feedback training, warranting further investigation.
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