INTRODUCTION: Although video review (VR) is a common component of family medicine (FM) resident education, levels of faculty and resident satisfaction and the perceived impact of the VR process are unknown. Our FM residency program made several changes to our VR process, including a new feedback form highlighting strengths and areas for growth, a post-VR email to the resident including a tip sheet on an identified skill, and follow-up shadowing by a behavioral health clinician to increase VR impact and reinforce skill development. METHODS: FM residency faculty (n=11) and residents (n=34) completed an anonymous 20-item online survey. The survey was administered twice, first at baseline and then 9 months after the changes were instituted. Survey questions targeted the preceding 9 months and assessed satisfaction with VRs and perceived value and impact of the VR process. RESULTS: At baseline, both faculty and residents reported low levels of satisfaction and perceived impact and value of the VR process. Among both residents and faculty, significant improvements emerged in ratings of satisfaction and perceived value of the VR process. At postsurvey, significantly more residents reported feeling equipped with specific tips on how to improve their communication skills after VR than at baseline. CONCLUSION: Our evaluation documented significant improvements in satisfaction and perceived value in our VR process following the changes in our procedures. Future research could develop measures to assess communication skills that are more sensitive to change, thereby strengthening this line of research by supplementing self-report data with more objective observational data.
INTRODUCTION: Although video review (VR) is a common component of family medicine (FM) resident education, levels of faculty and resident satisfaction and the perceived impact of the VR process are unknown. Our FM residency program made several changes to our VR process, including a new feedback form highlighting strengths and areas for growth, a post-VR email to the resident including a tip sheet on an identified skill, and follow-up shadowing by a behavioral health clinician to increase VR impact and reinforce skill development. METHODS: FM residency faculty (n=11) and residents (n=34) completed an anonymous 20-item online survey. The survey was administered twice, first at baseline and then 9 months after the changes were instituted. Survey questions targeted the preceding 9 months and assessed satisfaction with VRs and perceived value and impact of the VR process. RESULTS: At baseline, both faculty and residents reported low levels of satisfaction and perceived impact and value of the VR process. Among both residents and faculty, significant improvements emerged in ratings of satisfaction and perceived value of the VR process. At postsurvey, significantly more residents reported feeling equipped with specific tips on how to improve their communication skills after VR than at baseline. CONCLUSION: Our evaluation documented significant improvements in satisfaction and perceived value in our VR process following the changes in our procedures. Future research could develop measures to assess communication skills that are more sensitive to change, thereby strengthening this line of research by supplementing self-report data with more objective observational data.
Authors: Paul A Harris; Robert Taylor; Robert Thielke; Jonathon Payne; Nathaniel Gonzalez; Jose G Conde Journal: J Biomed Inform Date: 2008-09-30 Impact factor: 6.317