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Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing
Rakesh Patel1, William Green2, Muhammad Waseem Shahzad2
1School of Medicine, University of Nottingham, Nottingham, UK.
Medical Teacher
|April 18, 2020
Summary
Self-regulated learning (SRL) enhanced video feedback significantly improved junior doctors' prescribing competency in simulated settings. This educational intervention also fostered key SRL skills like goal setting and self-monitoring.
Area of Science:
- Medical Education
- Clinical Skills Training
- Health Professions Education
Background:
- UK medical graduates often feel unprepared for prescribing responsibilities.
- Self-regulated learning (SRL) and feedback enhance clinical skills.
- Prescribing competency is a critical skill for junior doctors.
Purpose of the Study:
- To evaluate an educational intervention using SRL-enhanced video feedback.
- To improve the prescribing competency of junior doctors.
- To assess the impact on self-regulated learning skills.
Main Methods:
- Prospective cohort study comparing intervention and control groups.
- Junior doctors participated in simulated clinical encounters.
- Assessments conducted at the beginning and end of a 4-month renal medicine rotation.
Main Results:
- Significant improvement in prescribing competency in the intervention cohort (p < 0.001, d = 1.42).
- Self-efficacy improved in both cohorts.
- Goal setting and self-monitoring skills improved in the intervention cohort (p = 0.096, d = 0.53).
Conclusions:
- SRL-enhanced video feedback effectively improves prescribing competency.
- The intervention develops SRL processes like goal setting and self-monitoring.
- Further research needed on transferability and non-simulated settings.
Keywords:
Self-regulated learningfoundation trainingjunior doctorspatient safetyprescribingvideo-enhanced feedbackMore Related Videos
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