“Bring your worst”: Residents' perspectives on video review of challenging patient communication as a learning tool

TY - JOUR

T1 - “Bring your worst”

T2 - Residents' perspectives on video review of challenging patient communication as a learning tool

AU - Møller, Jane Ege

AU - Doherty, Eva

AU - Brøgger, Matilde Nisbeth

N1 - Publisher Copyright: © 2024

PY - 2024/12

Y1 - 2024/12

N2 - Objective: To investigate residents' experiences recording and receiving feedback on a challenging video of a patient encounter. Methods: We used a qualitative design with first year residents who took part in a mandatory communication skills course in which all participants were asked to bring a challenging video of a patient encounter. The methods consisted of brief reflection texts and focus groups related to their perspectives on the use of challenging videos. Results: 106 residents wrote brief reflection texts, and 13 residents participated in four focus groups. Residents mainly expressed positive experiences with the challenging video exercise. Residents reported that the pressure to perform was felt to be less than on previous teaching sessions because the focus was on choosing an encounter which was less than perfect. They also reported that they appreciated the opportunity to see that other doctors were not performing optimally. Conclusion: The use of challenging videos as a teaching method for communication skills was experienced as encouraging by residents and facilitated enhanced learning. Innovation: We recommend adding more focus on challenging situations in video review. This could support learning by providing what our participants found to be a less daunting learning environment.

AB - Objective: To investigate residents' experiences recording and receiving feedback on a challenging video of a patient encounter. Methods: We used a qualitative design with first year residents who took part in a mandatory communication skills course in which all participants were asked to bring a challenging video of a patient encounter. The methods consisted of brief reflection texts and focus groups related to their perspectives on the use of challenging videos. Results: 106 residents wrote brief reflection texts, and 13 residents participated in four focus groups. Residents mainly expressed positive experiences with the challenging video exercise. Residents reported that the pressure to perform was felt to be less than on previous teaching sessions because the focus was on choosing an encounter which was less than perfect. They also reported that they appreciated the opportunity to see that other doctors were not performing optimally. Conclusion: The use of challenging videos as a teaching method for communication skills was experienced as encouraging by residents and facilitated enhanced learning. Innovation: We recommend adding more focus on challenging situations in video review. This could support learning by providing what our participants found to be a less daunting learning environment.

KW - Communication skills training

KW - Qualitative

KW - Residents

KW - Video review

UR - http://www.scopus.com/inward/record.url?scp=85198827159&partnerID=8YFLogxK

U2 - 10.1016/j.pecinn.2024.100322

DO - 10.1016/j.pecinn.2024.100322

M3 - Journal article

C2 - 39149541

AN - SCOPUS:85198827159

SN - 2772-6282

VL - 5

JO - PEC Innovation

JF - PEC Innovation

M1 - 100322

ER -