Table 3 Identification of health care settings in which educational patient video clips have been utilised
Paper | Aim or hypothesis | Health care user | Educational purpose | Kirkpatrick level | Type of study | Outcome methodology | Conclusions |
|---|---|---|---|---|---|---|---|
Using interactive video to add physical assessment data to computer based patient simulations [22] | Interactive video in patient simulations improves the learning experience [Not formally Stated in paper] | Basic Postgraduate Training | Overall Clinical Care | Learner Behaviour (level 3) | Comparative | Chart Review of interview and physical examination description of actual patients versus simulation performance | Good to fair agreement on overall comparison (kappa=0.72) and physical examinations (kappa=0.7) |
The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case [23] | Will supplementing a written case vignette by a PVC as opposed to an equivalent paper case increase shared cognition as measured by the frequency of collaborative concept link formation in the context of collaborative learning about movement disorders….? | Medical Students | Knowledge Gain | Leaner Knowledge (level 2b) | Cluster Randomised Control Trial | Identification and frequency of collaborative and individual concept links | The video group showed a significant increase (p<0.01) in collaborative concept links but not in individual concept links after watching the video |
Enhancing diagnostic accuracy among non-experts through use of video cases [24] | (1) How does the level of diagnostic accuracy evolve through an interactive teamwork approach using PVCs? | Specialist Postgraduate Training | Knowledge Gain | Learner Knowledge (level 2b) | Repeated Measures Design | Analysis of frequency and of new diagnoses and new clinical reasoning processes as new information presented during review of PVC case. | i) New clinical reasoning processes were most frequent at first review of the PVC. |
ii) Frequency of new relevant diagnoses were stable at each step whereas less relevant diagnoses decreased. | |||||||
(2) Does the level of diagnostic accuracy differ between non-experts and experts? | |||||||
iii) Relevant clinical reasoning was significantly higher amongst non-experts compared with experts at the small group discussion and think aloud procedure with content expert. | |||||||
Introduction of patient video clips into computer-based testing: Effects on item statistics and reliability estimates [25] | To compare the basic characteristics and reliability of questions using video-based vignettes to questions using analogous text-based vignettes. | Medical Students | Testing Methods | Learner Knowledge (level 2b) | Parallel test questions with cross-over of video and text descriptors. | Median Item statistics and reliability estimates for test items | Overall, video-based questions had comparable difficulty and discrimination compared to analogous text-based questions. |
Video-based test questions: A novel means of evaluation [26] | Video-Based Test items are supported by students [Not formally stated by paper] | Undergraduate professionals allied to Medicine | Testing Methods | Learner reaction (level 1) | (1) Questionnaire utilising repeated measures ANOVAs | Students preference between video-based and multiple choice questions | Students thought video based questions deepened understanding and recommended video-based questions be used in future exams. |
Video-based test questions: A novel means of evaluation [26] | Unclear | Undergraduate professionals allied to Medicine | Testing Methods | Learner Knowledge (level 2b) | (2) Observational comparative study (One group informed about video questions the other not) | Exam scores in 12 video-based items | Students informed about video clips correctly answered more video based items |
A comparison of critical thinking in groups of third-year medical students in text, video, and virtual PBL case modalities [27] | Critical Thinking, as exemplified by the discourse among students during group discussion, differs among groups receiving the same case with the same facilitator in one of three formats. | Medical Students | Knowledge Gain | Learner Knowledge (level 2b) | Three way comparative study (face-2-face with text, face-2-face with video, virtual with video) | Critical thinking discourse analysis | The virtual groups had the highest critical-thinking ratio. Except for the problem-identification stage, the video groups had higher ratios that the text groups did. |
Comparison of text and video cases in a postgraduate problem-based learning format [28] | The addition of a video case to written information would lead to a greater increase in the frequency of data exploration, theory building and evaluation and metareasoning than would be a achieved by a paper case. | Medical Students | Knowledge Gain | Learner Knowledge (level 2b) | Randomised comparative study of video versus text cases | Frequency of pre-defined clause categories | The verbal interaction showed statistically significant improvements in data exploration, theory building and theory evaluation after the video case |
Use of animation-enhanced video clips for teaching abnormal breathing patterns [13] | To gather feedback regarding the Animated Breathing Pattern Videotape | 3rd year Veterinary Students, House Officers and Faculty, Qualified Veterinarians | Patient Examination Skills | Leaner reaction (level 1) | Questionnaire | Usefulness and Satisfaction | Uniformly positive responses |
Using web-based video to enhance physical examination skills in medical students [14] | To measure changes in first year students’ performance of physical examinations on standardized [sic] patients after implementation of a web-based curriculum | Medical Students | Patient Examination Skills | Learner Behaviour (level 3) | Before and After Cohort Outcome study | (i) Percent correct score in physical exam item checklist | Students on Web-based curriculum had higher level of competency and reduction in poor performance levels |
(ii)Mean score on physical exam process instrument | |||||||
Teaching the plantar reflex [15] | To test to efficacy of video-tape in the evaluation of the planter response | Medical Students | Patient Examination Skills | Learner Behaviour (level 3) | Solomon Four Group Design – Two experimental and control groups (with and without entrance test) | Correct judgement of graded presence of clinical sign | Small non-significant difference between experimental and control groups [evidence of sampling error]. If analysis was restricted to students who performed an entrance test there was a statistical significance in favour of the video group. |
A videotape-based training method for improving the detection of depression in residents of long-term care facilities [29] | Does a training programme involving video based scenarios improve nursing staffs’ detection of depression within long-term care facilities? [Not formally stated by the paper] | Professionals allied to Medicine | Overall Clinical Care | Learner Knowledge (level 2b) and Learner Satisfaction (level 3) | Parallel group delayed intervention design. | (I) Videotape vignette test | Significant increase in performance in the intervention group which was maintained for at follow up for both vignette and written test. |
(ii) Written Test | |||||||
(iii) Course evaluation questionnaire | |||||||
Good levels of satisfaction on questionnaire | |||||||
Advantages of video trigger in problem-base learning [30] | The reasons behind preferences for video triggers or paper cases in students and facilitators who are accustomed to paper cases. | Medical Students | Knowledge Gain | Learner Reaction (level 1) | Questionnaire | Usefulness and Satisfaction | Video triggers were preferred by both students and facilitators over paper cases in Problem Based Learning |
A triangulated approach to the assessment of teaching in childhood epilepsy [31] | Evaluation of participant perceptions of learning | Medical Student s and Basic Postgraduate Training | Knowledge Gain | Learner Reaction (level 1) | Triangulation Outcome Analysis | Participant assessment (rating scales, open ended questions and focus groups), Lecturer reflection and peer observations | Videos identified as the most useful and interesting teaching tool. Results cross-validated by lecturer and peer observations |
How video cases should be used as authentic stimuli in problem-based medical education [32] | To examine students views on the value of video cases compared to text based cases. | Medical Students | Knowledge Gain | Learner Reaction (level 1) | Focus Groups | Thematic Analysis | Video generally valuable but benefit dependant on certain conditions. |
Visual expertise in paediatric neurology [33] | To investigate visual attention and cognitive processes of clinicians of varying degrees of experience diagnosing authentic paediatric video case | Medical Students, Basic Postgraduate Training and Consultant CPD | Knowledge Gain | Learner Knowledge (level 2b) and Behaviour (Level 3) | Observational study | Eye-tracking data were analysed with verbal recordings. | More experienced clinicians were more accurate in visual diagnosis and spent more of their time looking at relevant areas |
An evaluation of the effectiveness of a videotape programme on inter-observer reliability in outcome assessment for osteoarthritis [34] | Whether interobserver variability in senior medical students could be reduced in a group of patients with OA using only a single viewing of an instructional videotape. | Medical Students | Patient Examinations Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Pre-standardization reliability coefficients were <0.80 for seven measures. Coefficients for the performance of knee goniometry were uniformly low. Following the intervention, all but four reliability coefficients were >/= 0.93. |
Reliability coeffecients for the group | |||||||
An evaluation of the effectiveness of a videotape programme on inter-observer reliability in outcome assessment for fibromyalgia [16] | Whether interobserver variability in senior medical students could be reduced in a group of patients with fibromyalgia using only a single viewing of an instructional videotape. | Medical Students | Patient Examinations Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Pre-standardization reliability coefficients were <0.80 for 8 measures. Following standardization all reliability coefficients, but one, approximated or exceeded 0.80 |
Reliability coeffecients for the group | |||||||
An evaluation of the effectiveness of a videotape programme on inter-observer reliability in outcome assessment for ankylosing spondylitis [18] | Whether interobserver variability in senior medical students could be reduced in a group of patients with ankylosing spondylitis using only a single viewing of an instructional videotape. | Medical Students | Patient Examinations Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Pre-standardization reliability coefficients were < 0.80 for three measures. Following standardization 12 reliability coefficients exceeded 0.80. For the majority of measures pre-standardization reliability coefficients were high and no further improvement in reliability could be demonstrated |
Reliability coeffecients for the group | |||||||
An evaluation of the effectiveness of a videotape programme on inter-observer reliability in outcome assessment for rheumatoid arthritis [17] | Whether interobserver variability in senior medical students could be reduced in a group of patients with rheumatoid arthritis using only a single viewing of an instructional videotape. | Medical Students | Patient Examinations Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Pre-standardization reliability coefficients were >0.80 for all measures and remained above 0.80 following standardization except for one measure |
Reliability coeffecients for the group | |||||||
Osteoarthritis antirheumatic drug trials: Effects of a standardized instructional videotape on the reliability of observer-dependent dependent outcome measures [35] | Whether interobserver variability in consultants could be reduced in a group of patients with OA using only a single viewing of an instructional videotape. | Consultant CPD | Patient Examination Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Prestandardization reliability coefficients were >0.80 for all measures and remained above 0.80 following the intervention |
Reliability coeffecients for the group | |||||||
Fibromyalgia antirheumatic drug trials: Effects of a standardized instructional videotape on the reliability of observer-dependent outcome measures [19] | Whether interobserver variability in consultants could be reduced in a group of patients with fibromyalgia using only a single viewing of an instructional videotape. | Consultant CPD | Patient Examinations Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Prestandardization reliability coefficients were <0.80 for 8 measures. Following standardization all reliability coefficients approximated to or exceeded 0.80. |
Reliability coeffecients for the group | |||||||
Rheumatoid arthritis antirheumatic drug trials: Effects of a standardized instructional videotape on the reliability of observer-dependent outcome measures [20] | Whether interobserver variability in consultants could be reduced in a group of patients with rheumatoid arthritis using only a single viewing of an instructional videotape. | Consultant CPD | Patient Examinations Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Prestandardization reliability coefficients were >0.80 for all measures and remained above 0.80 following standardization |
Reliability coeffecients for the group | |||||||
Ankylosing spondylitis antirheumatic drug trials: Effects of a standardized instructional viddeotape on the reliability of observer-dependent outcome measures [21] | Whether interobserver variability in consultants could be reduced in a group of patients with ankylosing spondylitis using only a single viewing of an instructional videotape. | Consultant CPD | Patient Examinations Skills | Learner Behaviour (level 3) | Before and After Study [Video intervention poorly described] | Change in mean values of previously described observer dependant measures per participant | Prestandardization reliability coefficients were <0.80 for three measures. Following standardization 12 reliability coefficients exceeded 0.80 |
Reliability coeffecients for the group |