Robbrecht Marieke, Van Winckel Myriam, Mulder Antonius, Embo Mieke
Department of Internal Medicine and Pediatrics, Faculty of Medicine and Health Sciences, Ghent University, C.Heymanslaan 10, Ghent, 9000, Belgium.
Laboratory for Experimental Medicine and Paediatrics, Faculty of Medicine and Health Sciences, Antwerp University, Universiteitsplein 1, Wilrijk, 2610, Belgium.
BMC Med Educ. 2025 Jan 23;25(1):114. doi: 10.1186/s12909-024-06515-7.
Video review is a feasible, commonly used learning tool, but current literature lacks a comprehensive review of its impact on learning in postgraduate medical education. This systematic review aims at examining the learning effect of video review of resident performance in clinical practice during postgraduate medical education.
A systematic literature search was conducted from May 2023 to July 2023 with an update on 12/12/2023. Databases of MEDLINE (Pubmed), Web of Science, Embase and ERIC (through Webquest) were searched. Eligible articles had to describe the learning effects of video review in clinical practice in postgraduate medical education. The videos had to be actively recorded in a setting where a camera was not normally used for standard patient care. The investigated effect needed to be classified at least as a Kirkpatrick level 2. We iteratively developed a standardized data extraction form to extract study characteristics. The methodological quality of the individual studies was assessed using the Medical Education Research Quality Instrument.
Out of 9323 records after deduplication, 11 studies were included. The designs were randomised controlled trials (n = 4) and single-group pre-test post-tests trials (n = 7). The studies had outcomes related to knowledge and skills (n = 5), resident behaviours (n = 5) and patient outcome (n = 1). All studies reported outcomes regarding learning effect.
Video review appears to have a positive impact on residents' learning outcomes in postgraduate medical education. However, it is mostly not tailored to the specific learning needs of residents, and there is a lack of information regarding its optimal integration with other learning methods and within distinct clinical contexts. The heterogeneity observed among the included studies makes it challenging to formulate clear recommendations in the use of video.
视频回顾是一种可行的常用学习工具，但目前的文献缺乏对其在研究生医学教育中对学习影响的全面综述。本系统综述旨在研究视频回顾对研究生医学教育期间住院医师临床实践表现的学习效果。
于2023年5月至2023年7月进行了系统的文献检索，并于2023年12月12日进行了更新。检索了MEDLINE（PubMed）、科学网、Embase和ERIC（通过Webquest）数据库。符合条件的文章必须描述视频回顾在研究生医学教育临床实践中的学习效果。视频必须是在通常不使用摄像头进行标准患者护理的环境中主动录制的。所研究的效果至少需要分类为柯克帕特里克二级。我们反复开发了标准化的数据提取表来提取研究特征。使用医学教育研究质量工具评估个体研究的方法学质量。
在9323条去重记录中，纳入了11项研究。设计包括随机对照试验（n = 4）和单组前测后测试验（n = 7）。这些研究的结果与知识和技能（n = 5）、住院医师行为（n = 5）和患者结局（n = 1）有关。所有研究都报告了关于学习效果的结果。
视频回顾似乎对研究生医学教育中住院医师的学习成果有积极影响。然而，它大多没有针对住院医师的特定学习需求进行定制，并且缺乏关于其与其他学习方法以及在不同临床背景下的最佳整合的信息。纳入研究中观察到的异质性使得在视频使用方面制定明确的建议具有挑战性。
