Video-based feedback using real consultations for a formative assessment in communication skills

Area of Science:

• Medical Education
• Clinical Communication Skills Training
• Healthcare Professional Development

Background:

• Pre-recorded videotapes are standard for teaching clinical communication skills (CCS).
• Video-based feedback (VF) is beneficial for formative assessments.
• VF using real-life settings is less studied than simulated patients for CCS.

Purpose of the Study:

• To explore perceptions of benefits and challenges of VF in real-life settings for CCS.
• To assess changes in communication scores among first-year medical residents post-intervention.

Main Methods:

• A pre/post study with a control group involving 54 residents.
• Intervention: small-group VF sessions reviewing real patient consultations.
• Data collection: simulated patient exams, quantitative scales (empathy, patient-centeredness), and qualitative questionnaires.

Main Results:

• No significant differences in overall quantitative scores, except for the Jefferson Empathy Scale.
• Qualitative findings: benefits include enhanced self-perception, peer feedback, patient-centeredness, and reflection.
• Challenges: linking VF to theory and initial resident discomfort with self-recording.

Conclusions:

• VF from real-life settings shows potential for increasing self-perceived empathy.
• Larger sample sizes are needed for other quantitative outcomes.
• This VF method supports deeper self-assessment, peer feedback, and reflective practices.