The role of video-assisted feedback sessions in resident teaching: A pre-post intervention.

This article was migrated. The article was marked as recommended. Despite providing a large component of teaching to trainees, internal medicine residents receive little feedback on their teaching ability. This was a single-center, mixed methods study of 19 senior internal medicine residents in Canada. Classroom-based teaching sessions delivered by the participants were individually video recorded. The individual recording was then watched by the participant and by two feedback facilitators, who then met for face-to-face feedback. Participants completed a self-reflective exercise after this intervention. Audience members of the recorded session and a post-feedback teaching session completed an evaluation form. Scores from the evaluation forms from each phase were analyzed with the Wilcoxon Signed-Rank Test. Inductive coding was performed for qualitative data from the feedback sessions and reflective exercises. 19 residents participated. There was no statistical difference in the evaluation form scores between the pre-intervention and post-intervention teaching sessions. Mean scores varied from 4.6 to 5.0 out of 5.0 on combined pre-and post-intervention evaluations. 89% of participants found viewing their recorded session useful. 94% of residents stated the intervention was worth continuing. Common themes of feedback and self-evaluation included "time-management," "organization," "communication," and "environment." Video-assisted feedback of teaching improved self-perception of a resident's teaching ability.