title: Does video feedback analysis improve CPR performance in phase 5 medical students?
abstract: BACKGROUND
  The use of simulation in medical education is increasing, with students taught and assessed using simulated patients and manikins. Medical students at Queen's University of Belfast are taught advanced life support cardiopulmonary resuscitation as part of the undergraduate curriculum. Teaching and feedback in these skills have been developed in Queen's University with high-fidelity manikins. This study aimed to evaluate the effectiveness of video compared to verbal feedback in assessment of student cardiopulmonary resuscitation performance.
  
  
  METHODS
  Final year students participated in this study using a high-fidelity manikin, in the Clinical Skills Centre, Queen's University Belfast. Cohort A received verbal feedback only on their performance and cohort B received video feedback only. Video analysis using 'StudioCode' software was distributed to students. Each group returned for a second scenario and evaluation 4 weeks later. An assessment tool was created for performance assessment, which included individual skill and global score evaluation.
  
  
  RESULTS
  One hundred thirty eight final year medical students completed the study. 62 % were female and the mean age was 23.9 years. Students having video feedback had significantly greater improvement in overall scores compared to those receiving verbal feedback (p = 0.006, 95 % CI: 2.8-15.8). Individual skills, including ventilation quality and global score were significantly better with video feedback (p = 0.002 and p < 0.001, respectively) when compared with cohort A. There was a positive change in overall score for cohort B from session one to session two (p < 0.001, 95 % CI: 6.3-15.8) indicating video feedback significantly benefited skill retention. In addition, using video feedback showed a significant improvement in the global score (p < 0.001, 95 % CI: 3.3-7.2) and drug administration timing (p = 0.004, 95 % CI: 0.7-3.8) of cohort B participants, from session one to session two.
  
  
  CONCLUSIONS
  There is increased use of simulation in medicine but a paucity of published data comparing feedback methods in cardiopulmonary resuscitation training. Our study shows the use of video feedback when teaching cardiopulmonary resuscitation is more effective than verbal feedback, and enhances skill retention. This is one of the first studies to demonstrate the benefit of video feedback in cardiopulmonary resuscitation teaching.
authors: The Clinical Skills Education Centre, Medical Biology Centre, Queen's University Belfast, 97 Lisburn Road, Belfast, BT9 7BL, Northern Ireland, UK. andy.spence@gmail.com.
authors: Andrew D
authors: AD
authors: Spence
authors: The Clinical Skills Education Centre, Medical Biology Centre, Queen's University Belfast, 97 Lisburn Road, Belfast, BT9 7BL, Northern Ireland, UK.
authors: Sonia
authors: S
authors: Derbyshire
authors: The Clinical Skills Education Centre, Medical Biology Centre, Queen's University Belfast, 97 Lisburn Road, Belfast, BT9 7BL, Northern Ireland, UK.
authors: Ian K
authors: IK
authors: Walsh
authors: The Clinical Skills Education Centre, Medical Biology Centre, Queen's University Belfast, 97 Lisburn Road, Belfast, BT9 7BL, Northern Ireland, UK.
authors: James M
authors: JM
authors: Murray
mesh_terms: D016887:Cardiopulmonary Resuscitation / Q000193:education* / Q000592:standards; D002983:Clinical Competence / Q000592:standards; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D000068156:Formative Feedback; D006801:Humans; D008348:Manikins; D009660:Northern Ireland; D013337:Students, Medical; D014741:Video Recording
keywords: Cardiopulmonary resuscitation; Curriculum development; Feedback; Undergraduate medical education; Video technology