The use of video within healthcare education is growing, with reports suggesting that the presence of instructor led debriefing was significantly enhanced when video playback was present (Blomberg & Sherin, 2014). Existing studies (Maloney et al, 2013) have proven that video reflection not only enables new methods of teaching observation, but also provides both the teaching staff and students innovative and effective feedback opportunities contributing to an improved educational experience.
The value of authentic simulation in the preparation of healthcare students for professional practice is well established. The Bachelor of Science Paramedic Practitioner programme at Plymouth University offers groups of students the opportunity to participate in medium-to-high fidelity simulations, using an unoccupied student house to create a series of ‘real life’ patient encounters.
These voluntary sessions allow students to explore issues in clinical, ethical and practical decision making in a safe environment, along with real time application of clinical skills and team interactions. They also allow tutorial staff to create scenarios which are infrequently encountered in practice, helping students to prepare themselves for the variety and unpredictability inherent in the paramedic role.
A group of volunteer students participated in two time-critical and potentially stressful scenarios. Both scenarios were developed based on anecdotal evidence from professional paramedics reporting real life experiences.
Scenario One incorporated an end-of-life care decision process, in which students needed to consider the viability and ethics of resuscitation. Scenario Two brought in the additional challenge of interprofessional communication, involving medical students in the role of GPs interacting with paramedic students in the context of a collapsed patient in the surgery waiting room.
During evaluation, students reported how the simulations have later affected real life working practice during placements, including students gaining confidence in their clinical decisions when faced with similar, and in one instance, identical scenarios. Others discussed how the simulation has taught them to become more assertive and improve their communication skills with colleagues when making difficult ethical decisions within working practice.
Negative feedback focused exclusively on one or two technological improvements required.
Students appreciated the opportunity to consider their own practice and reflect upon it, the dialogue with other students immediately after the scenario, the opportunity to review specific elements of practice and the peer review process. Negative feedback focused exclusively on one or two technological improvements required.
This session will demonstrate and share our experiences of a two year cycle of simulations incorporating video playback and reflection as well as drawing in on the evaluation data and feedback.
Blomberg, G., Sherin, M.G., Renkl, A., Glogger, I. and Seidel, T., 2014. Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. Instructional Science, 42(3), pp.443-463.
Maloney, Stephen, et al. “The effect of student self-video of performance on clinical skill competency: a randomised controlled trial.” Advances in Health Sciences Education 18.1 (2013): 81-89.