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The role of video-assisted feedback sessions in resident teaching: A pre-post intervention.
- Source :
-
MedEdPublish (2016) [MedEdPublish (2016)] 2019 Nov 29; Vol. 8, pp. 219. Date of Electronic Publication: 2019 Nov 29 (Print Publication: 2019). - Publication Year :
- 2019
-
Abstract
- This article was migrated. The article was marked as recommended. Purpose: Despite providing a large component of teaching to trainees, internal medicine residents receive little feedback on their teaching ability. Methods: This was a single-center, mixed methods study of 19 senior internal medicine residents in Canada. Classroom-based teaching sessions delivered by the participants were individually video recorded. The individual recording was then watched by the participant and by two feedback facilitators, who then met for face-to-face feedback. Participants completed a self-reflective exercise after this intervention. Audience members of the recorded session and a post-feedback teaching session completed an evaluation form. Scores from the evaluation forms from each phase were analyzed with the Wilcoxon Signed-Rank Test. Inductive coding was performed for qualitative data from the feedback sessions and reflective exercises. Results: 19 residents participated. There was no statistical difference in the evaluation form scores between the pre-intervention and post-intervention teaching sessions. Mean scores varied from 4.6 to 5.0 out of 5.0 on combined pre-and post-intervention evaluations. 89% of participants found viewing their recorded session useful. 94% of residents stated the intervention was worth continuing. Common themes of feedback and self-evaluation included "time-management," "organization," "communication," and "environment." Conclusion: Video-assisted feedback of teaching improved self-perception of a resident's teaching ability.<br /> (Copyright: © 2019 Tran A et al.)
Details
- Language :
- English
- ISSN :
- 2312-7996
- Volume :
- 8
- Database :
- MEDLINE
- Journal :
- MedEdPublish (2016)
- Publication Type :
- Academic Journal
- Accession number :
- 38089340
- Full Text :
- https://doi.org/10.15694/mep.2019.000219.1