Perceived Anxiety is Negligible in Medical Students Receiving Video Feedback During Simulated Core Practical Skills
Joanna Matthan1, Matthew Gray2, Craig I Nesbitt3
1Dental Sciences, Newcastle University, Faculty of Medical Sciences, Newcastle upon Tyne, GBR.
Cureus
|May 1, 2020
Summary
Supervised individualised video feedback (SIVF) and unsupervised generic video feedback (UGVF) showed negligible anxiety in medical students learning practical skills. Most students preferred SIVF for skill development.
Area of Science:
- Medical Education
- Surgical Skills Training
Background:
- Proficiency in practical procedures is crucial for graduating medical students.
- Feedback is vital for skill acquisition, with video feedback (VF) showing potential.
- Previous reports suggest VF may induce anxiety, potentially impacting performance.
Purpose of the Study:
- To compare participant anxiety levels between supervised individualised video feedback (SIVF) and unsupervised generic video feedback (UGVF).
- To assess medical students' anxiety during simulated basic practical procedures using different video feedback methods.
Main Methods:
- Undergraduate medical students performed three basic surgical skills (suturing, cannulation, catheterisation).
- Participants were recorded and received feedback via SIVF (with a tutor) or UGVF (self-review with generic tips).
- Perceived anxiety was measured using a Likert scale questionnaire.
Main Results:
- The majority of participants reported low stress with both SIVF (81.7%) and UGVF (78.8%).
- A significant preference for SIVF was observed (77.5%).
- Most students (80.3%) disagreed that similar feedback had previously impaired their learning.
Conclusions:
- Medical student-perceived anxiety is negligible during simulated practical skill training using video feedback.
- SIVF is preferred by students for skill development.
- Video feedback is a viable and low-anxiety method for training core practical skills.
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