First-person perspective video to enhance simulation

Junaid Fukuta*, Justin Morgan

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

2 Citations (Scopus)

Abstract

Background: Simulation training is increasingly being used as part of the undergraduate medical curriculum, but it remains time and faculty member intensive. To improve efficacy, videos have been used prior to the simulation of practical procedures; however, using videos prior to simulation training concerning the management of patients who are unwell has not been investigated. The aim of this project was to see whether clinical decision-making and non-technical skills can be improved if a video is used prior to simulation training, and uniquely to enhance the authenticity we filmed it using a first-person perspective. Methodology: We conducted a randomised controlled trial with 40 final-year medical students randomised into two groups. One group viewed a video filmed in first person prior to a simulation scenario, whereas the other group did not view the video. The two groups then carried out the simulation and were assessed with ‘time to’ investigation and treatment decisions. Further quantitative data were collected for non-technical skills using the Ottawa Crisis Resource Management (OCRM) score. Qualitative data were collected from the students as to the perceived ease of use and helpfulness of the video. Simulation training is increasingly being used as part of the undergraduate medical curriculum. Results: The students who watched the video appeared to perform better in clinical decision-making and non-technical skills. The students were extremely receptive to the use of a first-person perspective video, and highlighted its perceived realism and its help as a memory aid. Discussion: The use of this style of video was warmly received by students and opens the possibility of further use to enhance simulation training.

Original languageEnglish
Pages (from-to)231-235
Number of pages5
JournalClinical Teacher
Volume15
Issue number3
Early online date10 May 2017
DOIs
Publication statusPublished - 1 Jun 2018

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