Effectiveness and quality of peer video feedback in health professions education: A systematic review.

OBJECTIVES: This review aimed to evaluate the effectiveness of peer video feedback (PVF) on healthcare students' reactions and learning outcomes against other feedback methods (e.g., expert- or self-video feedback). It also synthesized the characteristics of PVF within health professions education to identify its effective elements. DATA SOURCES: Seven databases were systematically searched to identify relevant studies, including CENTRAL, CINAHL, ERIC, Embase, PubMed, PsycINFO, and Scopus. REVIEW METHODS: This review was conducted based on the PRISMA Statement Guidelines. Reviewers independently extracted data from the included articles and assessed the risk of bias and quality of the studies. The effectiveness of PVF on students' reactions, learning, and quality of peer feedback was summarized. RESULTS: A total of 22 articles were included. Results showed PVF was a helpful learning tool, and students were satisfied with its overall learning experience. PVF demonstrated its positive effect on skill-based learning. The top concern was its quality (accuracy and content), ascribing to peers' limited knowledge, expertise, or feedback experience. CONCLUSIONS: This review affirmed the potential effect of PVF on skill-based learning but revealed students' ambivalent feelings towards its quality. Six effective elements were proposed for its best practice. Future studies are needed to investigate further these proposed elements and how they mediate the educational effects of PVF.

Developing a structured three-phase video-assisted debriefing to enhance prelicensure nursing students' debriefing experiences, reflective abilities, and professional competencies: A proof-of-concept study.

Video-assisted debriefing (VAD) refers to using video capture and playback to support learning in debriefing. Despite being deemed as the gold standard in simulation, VAD has received little attention to its structure development. This paper aimed to describe the development process of a structured three-phase VAD and report its preliminary effects on nursing students' debriefing experiences, reflective abilities, and professional competencies following a code blue simulation. This three-phase VAD was developed through an extensive literature review, and its pilot test was conducted at a tertiary university using the pretest-posttest design. A convenient sample of 63 prelicensure nursing students were used. Study outcomes were measured using the Debriefing Experience Scale (DES), the Groningen Reflective Ability Scale (GRAS), and the Simulation-based Assessment Tool (SAT). The preliminary findings of this study showed that the developed three-phase VAD demonstrated its potential on improving nursing students' debriefing experiences (p < 0.001), reflective abilities (p < 0.01), and professional competencies (p < 0.001). Considering the limitations of the pilot design, a two-arm quasi-experimental study with a larger sample size will be conducted to further confirm its effectiveness on the context of nursing.

Effectiveness of Video-Assisted Debriefing in Simulation-Based Health Professions Education: A Systematic Review of Quantitative Evidence.

BACKGROUND: Debriefing helps learners to gain knowledge through guided reflection and discussion. Video-assisted debriefing (VAD) refers to adding video review during the debriefing process. PURPOSE: This review evaluated the effectiveness of VAD on learners' reactions, learning, and behavior compared with verbal debriefing (if possible) and identified its effective elements. METHODS: A structured search was conducted in PubMed, MEDLINE, CINAHL, ScienceDirect, Scopus, Web of Science, and PsycINFO. The quality of the included studies was evaluated using the Medical Education Research Study Quality Instrument. RESULTS: Twenty-three studies published between 2002 and 2017 were selected. Results showed that VAD improved learners' experience, attitude, and performance, but it did not show its advantage over verbal debriefing on knowledge acquisition. Effective elements included using experienced debriefers, curriculum-embedded simulation, a structured debriefing, and the time between 10 and 90 minutes. CONCLUSIONS: VAD improved learning outcomes and offered comparable benefits as verbal debriefing.