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Corresponding author at: Jacqueline Colgan, Clinical Nurse Consultant Cardiac Services, Central Coast Local Health District, Gosford Hospital, NSW, Australia.
Affiliations
Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, AustraliaCardiology, Critical Care, Central Coast Local Health District, NSW, Australia
Cardiology procedures are often life-saving and time-critical, but some are so infrequent that health care staff may have rarely encountered them in practice or need to refresh their skills rapidly. Videos demonstrating procedures have the potential to assist health care professionals and support safe patient care. This scoping review explores the research literature involving the use of video by health care professionals in hospitals.
Aim
To identify what is known from research regarding the use of video to support clinical procedures in hospitals or health care facilities.
Method
The Joanna Briggs Institute Scoping review methodology guided our systematic search of peer-reviewed evidence related to video use to support procedures in a hospital or health care facility. Data sources included the electronic databases: ProQuest, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Medline, Excerpta Medica dataBASE (EMBASE), Scopus, and PubMed.
Findings
Seventeen (17) studies that met the inclusion criteria were included in the review, all published between 2012 and 2022. Since 2005, YouTube has become the dominant platform for publishing or sourcing videos related to clinical procedures. Studies to date can be summarised under five themes: 1) video content and purpose, 2) target audience, 3) video hosting site—internal websites versus YouTube, 4) curated versus original ‘homegrown’ video content, and 5) video development process.
Discussion/Conclusion
Research on the development and utility of videos to support clinical procedures is emerging, with the ability to host videos on platforms such as YouTube becoming more accessible in recent years. All videos were designed to enhance health care professionals' existing knowledge and skills within their scope of practice. The available literature suggests that video can be a valuable clinical resource for both simple and skilled procedures. Video resources can help clinicians perform or assist with rare procedures, providing ‘just in time’ patient safety prompts and information.
Randomised controlled trial to assess the effect of a just-in-time training on procedural performance: a proof-of-concept study to address procedural skill decay.
]. In a recent Australian study, one such procedure, pericardiocentesis, has been reported at an average of 30 per annum across four locations in a single tertiary referral hospital [
]. Rare procedures such as pericardiocentesis may be infrequent for individual medical staff, but at such low prevalence, nurses, due to their larger workforce, may go several years without assisting with this procedure [
]. Organisations create these written documents to improve employee adherence to evidence-based practices, legislative requirements, and professional standards [
When faced with an urgent procedure not recently encountered, health care professionals will access whatever information is available, which is increasingly online videos [
Diston MTW, Karen. In the moment"--Supplemental Education Tools Provide "Just-in-time" Clinical Support. Dynamics of Critical Care; September 21-23; Quebec City, Quebec, Canada, 2014.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
]. This is likely as video has already been recognised as effective in undergraduate health care instruction and clinical skills training in the classroom or simulation environment [
Online video in clinical skills education of oral medication administration for undergraduate student nurses: a mixed methods, prospective cohort study.
]. A study of 506 American physicians identified that they spent up to 3 hours per week watching online videos, nearly half of those demonstrations of medical procedures [
]. Further, a study from Scotland reported that using a 3-minute YouTube video to provide a clinical practice update to a heart failure team was feasible and effective [
]. Despite the ubiquity of YouTube videos, little is known about their adoption in hospitals within procedure manuals, or video use by health care professionals of instructional or clinical support videos in the workplace.
This scoping review aimed to identify and describe evidence regarding the use of video to support clinical procedures in a hospital or health care facility. The review was conducted to inform the development and evaluation of procedure videos to support nurses in an acute cardiology care environment. For this review, a clinical procedure video is defined as a digital recording of an image or set of images [
] that depict clinical procedures or processes to support patient care in a hospital or health care facility.
The specific review question was: “What is known from peer-reviewed research publications about video use by health care professionals tosupportpractice or procedures in a hospital or health care facility?”
Method
A scoping review was conducted using the Joanna Briggs Institute Scoping review methodology [
] to identify and map the literature types encompassing the use of video by health care professionals in acute health care settings. A scoping review methodology allows a broad review and knowledge synthesis of the available literature [
]. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed and reported against the PRISMA Extension for Scoping Reviews (PRISMA-ScR) Checklist and Explanation (Supplementary File 1) [
Studies were included if they reported using videos in human studies for procedures, supported by health care professionals in the clinical setting. Studies were excluded if they involved animals, reported video use in undergraduate or classroom education, or reported video use for patient education. Studies reporting outcomes of video implementation with mixed professional groups were included in the review, and outcomes related to individual professional groups were identified where possible.
Search Strategy
A systematic search of the following databases was conducted in March 2022 to source original research publications: ProQuest, CINAHL, Medline, Excerpta Medica dataBASE (EMBASE), Scopus, and PubMed. Boolean operators were used with a combination of the keywords. Formal grey literature repositories were not searched as they were not expected to produce results with enough evaluation detail. The search terms used included combinations of the following terms: clinical procedure∗, mental rehearsal, clinical support, video∗, Vimeo, just in time, video recording, and YouTube. A hand search was also conducted on all reference lists and first/last author publication lists. Reference lists of retrieved articles and the corresponding author publications were hand searched for potentially relevant articles. No language or time limits were applied.
Screening and Eligibility
Title and abstract screening were completed in the web-based software platform Covidence (www.covidence.com). Articles from the search were collated, and duplicates removed. Primary screening of titles and abstracts was performed by the first author (JC) to exclude non-relevant manuscripts based on inclusion and exclusion criteria. Full-text articles were then retrieved and reviewed for relevance to the review aim. Nine (9) conference papers were retrieved and reviewed but excluded due to incomplete data for the data extraction matrix table. All four authors assessed, appraised, and agreed upon full-text papers. The data extracted by the first author (JC) was added to Pollack et al.’s [
To evaluate chest tube insertion performance after viewing a 3-minute mobile learning module.
Observational intervention vs control study. 128 participants (44 residents, 42 medical students, 42 Army personnel). Pre-questionnaire. The intervention group viewed a learning module on Apple iPod Touch then assessed placing a chest tube on a task simulator against a skill checklist.
Across all groups, the intervention participants scored better on the skills checklist vs control (11.09±3.09 versus 7.17±3.56, p<0.001, Cohen’s D=1.16). Participants who had placed fewer than 10 chest tubes (9.7±3 vs 6.6±3.9, p<0.001) performed significantly better with the video.
To assess the effect of a video on residents’ FNA skills.
Observational study of 32 residents-PGY-2,3,4. Evaluated performing the FNA procedure 1 week after viewing a video on a skills checklist to a maximum score of 24. The results were compared against residents who did not have access to the video.
21 residents had access to the video. Scores were higher (mean=15.8, range: 10–24 [SD not reported]) than residents who had no access to the video (range: 4–18, mean=11.4 [SD not reported]). Half the residents who had access to the video did not view it and scored lower.
To examine the effect of viewing a 70-second video on how to apply a topical anaesthetic cream to a mannequin for a procedure.
Pre/post-test study. 30 RNs who completed a questionnaire and performed a skill pre and post-watching a 70-second video on YouTube. Inaccurate skill application was considered anything less than 100% measured by a template.
Significant change in comfort post-video (27% vs 23%, p<0.01) and coverage area (25% vs 82% p<0.01). RNs who were inaccurate prior were more likely to be accurate after watching the video (18% vs71% p<0.01). 7% of nurses watched the video twice. All RNs felt that having more JITT videos for nursing procedures and tasks would be helpful.
To study the effect of a stereotactic core breast biopsy procedure video to standardise and improve residency teaching.
Observational pre/post-test study of 30 residents PGY-2,3,4,5. Pre: knowledge test and an instructional video. The “closed book” test had 42 video and non-video content (20 control) questions. Post: After 1.5 weeks and without prior notice, residents sat the same test again.
Video increased the score of the video-content questions compared with 0% on the control questions (30.7% vs 0% p<0.001). 90% of residents believed that the video was helpful and just right in the level of difficulty and length.
To study if an exemplar video would result in greater adherence to an RSI standard protocol.
Pre and post study of 345 HCW staff (57% nurses, 43% medical practitioner) observations of the effect of an educational video on anaesthetic team RSI practice. 425 (202 pre and 223 post) anaesthesia procedures were observed.
480 views within the study period exceeded staff numbers by 39%. The odds for the failure of adherence to safety-critical tasks after the video was introduced were reduced, with the odds ratio of 0.34 (95% CI 0.27–0.42, p<0.001). Video reduced non-adherence rates in 3 categories - clinical performance, medication, and omission errors.
To examine the effect of viewing a JITT video on residents’ skill at applying a volar splint.
Randomised control trial comparing the pre/post effect of a 3-minute video on a skill. 30 Paediatric residents completed a questionnaire and were taught and assessed the skill. Post: residents repeated the questionnaire, the intervention group watched the video, and both groups were reassessed.
Over 90% of participants had no experience with splinting. Despite this, over 60% obtained 100% on the initial assessment. During a reassessment, the JITT group had higher scores, which was statistically significant (2.86 vs 4.73; 95% CI: 1.00–3.00). The JITT video group took longer to complete the procedure but had statistically improved splint success.
To describe the development of an EM 52 procedure video-based curricula.
Survey 36 EM residents who viewed videos and participated in the program 2 years after curriculum introduction.
75% RR and 85% found videos easily accessible and helpful. 80% found the role of the instructor helpful in skill mastery. Exposure to the video curricula led to increased competence and confidence.
To provide an evaluation of the Seldinger technique for IDC insertion by NUT doctors and video media.
A prospective, multicentre observational study involving 115 patients and 57 doctors. This technique was either via bedside teaching by the urology registrar or video media.
93% of cases had successful IDC placement by a NUT doctor. 38% of the study cases were out of working hours, and using the video led to an 88% reduction in hospital transfers. No complications of IDC insertion by NUT doctors were reported following the use of video.
To describe a follow-up study using a previously developed video from Phillips et al. (2016) involving four institutions.
The video was emailed to 45 radiology residents PGY 2,3,4,5, and 6 in four institutions in this follow-up study. The residents were then asked to complete an anonymous breast imaging knowledge survey.
Over 80% of respondents felt that the video helped their understanding of procedure planning or technique. 60% thought it aided patient safety, and 69% felt increased confidence. Resident feedback has led to suggestions for other videos.
This pilot study aimed to describe the otology/neurotology videos and obtain residents’ feedback on the videos.
15 Residents (PGY 2–5) were recruited to view at least three surgical videos and complete a questionnaire about the video's usefulness, effect on self-efficacy, and feedback suggestions.
88% of residents watched an average of 3.8 videos. The videos were rated highly useful compared with existing resources such as textbooks. (8.0±0.3 vs 5.0/10; p=0.002). The rating of the videos on self-efficacy scores averaged 7.2±0.3/10 across all groups. Residents fed back suggestions for refining the video, such as adding extra clinical information and using subtitles.
To describe how learners used an educational website as an adjunct to the surgical curriculum.
A retrospective review of surgical website 6 months post introduction used by 257 HCWs. Website access data was analysed (Piwik, Matthieu Aubry, New Zealand) visits, page views, actions, bounce rate, and duration of usage.
257 users accessed the website in 18 months, 33% general surgical residents and 67% other staff. The most popular time of the day was 8 to 9 PM with 6,358 views (13%), and Thursday was the most popular day with 17,907 views (37%).
To evaluate the educational impact and user satisfaction of an edutainment video.
Randomised control trial of 363 HCWs comparing three arms (1:1:1) viewing an edutainment video, reading an SOP, or a no-intervention group on knowledge of infection control practices. Participants were assessed at three time points: randomisation, one month and three months post.
The 3 groups consisted of approx. 65% nurses, 25% physicians and 10% other health care professionals. The video group had higher knowledge scores across all 3-time points. TP 1 and TP3, the video group had higher scores than SOP and the no-intervention group (TP1-85.4% vs 81.3% vs 79.6% p<0.001 and 0.001; TP3 86.3% vs 83% vs 82.7% p=0.036 and 0.048). The video group was most likely to recommend that other HCWs watch the video and had fewer dropouts.
This study compared 2 N95 respirator training methods.
Randomised control trial with 62 HCWs on N95 donning and doffing pre and 3 months post: 1. viewing a video on N95 donning and doffing alone versus 2. viewing a video on N95 donning and doffing plus viewing and rating a video of own performance donning and doffing N95 (reflective practice).
48 HCW in the final analysis. Both groups' scores deteriorated over time, but the RP group was still significantly higher at the follow-up than they were at the pre-test [paired t (23)=6.12, p<0.001].
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
To compare the efficacy of a locally developed video of emergent SBT insertion compared to usual preparation.
Randomised control trial of 32 EM residents comparing JITT procedure by any media (control group) or the JITT locally made a video (intervention group) before SBT insertion on a task trainer.
Local video was associated with reaching a passing score (12.5% vs 62.5%: OR=11.7, 95% CI=9.9–13.5). The local video group was favoured when adjusting for PGY, with a significant difference in final checklist scores between the two groups (mean difference=12.8, 95% confidence interval [CI]=7.6–18.0).
To assess the effectiveness of using a lecture and a clinical skills video on how to manage nasal fractures.
Pre -the post-test study of 12 ENT trainees completed a questionnaire and were evaluated on confidence at three intervals: 1. baseline 2. post a lecture 3. post-viewing an instructional video
After both the lecture and video intervention, there was a statistically significant improvement in performing nasal fracture manipulation independently (1.25±1.96 vs 6.83±1.33 vs 8.58±0.79 p<0.01) Baseline vs Video Effect Size 1.41.
This study compared 2 N95 respirator training methods.
Randomised control trial of 62 HCW on N95 donning and doffing pre and post: 1. viewing a video on N95 donning and doffing alone versus 2. viewing a video on N95 donning and doffing viewing plus viewing and rating a video of own performance donning and doffing N95.
Scores were significantly higher on the post-test for the reflective practice intervention (3.4 to 4.9 vs 3.9 to 8.2 p<0.05). Years of experience and frequency of N95 respirator use did not predict pre or post-scores.
Abbreviations: CI, confidence interval; EM, emergency medicine; ENT, ear nose and throat; FNA, fine-needle aspiration; HCW, health care worker; IDC, indwelling catheter; JIT, just in time; JITT, just in time training; NUT, non-urology trained; PGY, postgraduate year; PPE, personal protective equipment; RCT, randomised controlled trial; RR, response rate; RSI, rapid sequence induction; TP, time point; SBT, Sengstaken-Blakemore tube; SOP, standard operating procedure.
As Bradbury Jones et al. (2021) recommended, a patterning table was developed to assess the prominence of themes in the included literature (Supplementary File 2). The patterning chart was then used to evaluate each study, using the Patterns, Advances, Gaps Evidence for Practice and Research recommendations (PAGER) framework [
Emerging evidence of the acceptability and effectiveness of video as a clinical skill instructional tool. Video use can assist staff in rare procedures and give them a clinical advantage. Video is helpful for socially distanced instruction.
Need for a framework to determine video's place in the workplace learning structure. Lack of research on the outcomes of video use in patient care.
Support to develop clinical skills and rare procedure video libraries. Video procedures are an alternative resource when face-to-face instruction is not possible. Video can raise the capabilities of both experienced staff and those in training.
Developing a framework or taxonomy for instructional video development and use. Developing research to examine health professionals’ critical thinking and patient safety using video procedures.
2
Target audience
Video use spreads beyond its intended target audience - suggesting it is acceptable to health care staff.
Limited research from nursing and allied health professionals.
Developing collaboration – between hospitals and health disciplines to reduce costs and increase access to procedure videos.
Expanding research on the longer-term results of video use. Research to identify opportunities for video to support nursing, allied health professions and other health care professionals.
3
Curated vs original ‘homegrown’ video content
Health care professional-led video development is feasible.
Limited evidence on key features of clinical procedure videos.
Institutions can use existing research processes to create robust development and review methods for shared video resources.
Setting standards for health professionals’ video.
4
Video development
76% of investigators created their videos.
Limited reporting about steps in developing videos and patient consent processes. Need more evidence on factors that should influence video length.
Improving staff capabilities in video development. Collaboration to increase access to content experts. Organisational endorsement processes for video development should be developed based on alignment with best practices and peer review.
Developing research into point-of-care health care videos, e.g., determining the optimal features.
5
Hosting site -internal websites vs YouTube
Health care organisations are supporting video development and use. Health care organisations support open internet access to approved websites.
Hosting health care videos on YouTube may create privacy concerns, which health care staff will need guidance to navigate.
The use of YouTube increases the reach of video compared to internal websites. YouTube allows sharing of health care videos across organisations. Organisational endorsement processes for video hosting need to be developed based on alignment with best practices and peer review.
Research to investigate barriers and facilitators to video use. Development of privacy and consent guidance surrounding clinical procedure videos hosted on public platforms.
The results of the systematic search and screening are outlined in the PRISMA diagram (Figure 1). With 17 publications meeting the inclusion criteria for this review (Table 1), of which 70% were from the United States of America (n=12) [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
All studies were published between 2012 and 2022, with 60% in the latter 5 years. Twelve (12) manuscripts reported descriptive studies on video development, user feedback and implementation [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Analysis of the papers identified five themes: 1) video content and purpose, 2) target audience, 3) hosting site—internal websites versus YouTube, 4) curated versus original ‘homegrown’ video content, and 5) video development process (Supplementary File 2). The practice and research implications of the synthesis of these studies are presented in Table 2.
Video Content and Purpose
Rare procedures
Investigators began video creation to address concerns about reduced experience or skill development opportunities. In 10 studies (58%), investigators created or collated videos to support health care professionals with procedures considered ‘rare’ or infrequent [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
To a certain extent, in all studies, videos were intended to act as a visual representation of an agreed local model of practice. Some investigators detailed the review methods to ensure their self-developed videos were not ambiguous, e.g. a Delphi process [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Video was used in a study conducted in 2020 to address the new challenge of training staff in locally agreed patient management processes in the coronavirus disease 2019 (COVID-19) pandemic [
]. The investigators used video to support the rapid upskilling of inexperienced staff, as social distancing requirements led to constraints on teaching class sizes and locations. The authors stated that one of their aims was to share learnings with health care colleagues locally, and globally for various COVID-19 patient scenarios, and they published their videos on YouTube [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
]. Additional reasons researchers gave for using video included offering residents asynchronous learning opportunities before and after clinical experiences [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
]. A study from the United Kingdom in 2021 designed for ear, nose and throat postgraduate trainees consisted of a video on managing nasal fractures as a virtual clinical teaching method during the COVID-19 pandemic [
Rare procedures crossed over to the residency programs’ videos, with investigators using video to support residents preparing for potential time-critical ‘eye, limb, and lifesaving’ procedures required for their training but rare in practice [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
]. One study from Australia evaluated a video targeting experienced medical practitioners undertaking a rarely performed skilled procedure—difficult IDC insertion [
The studies of other health care professionals used video as a means to support best practices. Seven (7) research studies reported using videos to help health care team members other than solely medical practitioners [
] but used video for two different purposes. In a study examining the effect of a video on the performance of an anaesthetic procedure, over half of the study participants were nurse anaesthetists—certified or students [
]. A study from Switzerland reports that three-quarters of study participants were nurses, nursing assistants, midwives, or allied health staff—registered as other professions, e.g., radiographers and therapists [
]. A study from the USA, reported in two papers, investigated two different video uses for health care professionals (nursing, environmental services, respiratory therapy, radiology, and patient-care technicians) to aid the correct application of N95 respirator masks [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
] searched online for publicly available clinical skill videos deemed high quality by investigator review processes. An emergency medicine study required 52 videos, the curated list was published on the department's intranet site, and for some procedures, one or two alternate videos uniform resource locator (URLs) were published [
]. Final selections came from academic institutions in the USA, YouTube, New England Journal of Medicine, Centre for Disease Control, or other online resources.
Original videos were either procedure re-enactments or live procedure recordings. Videos were filmed according to steps documented in SOPs [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
]. The authors created the content, including a script and images, which were converted into multimedia presentations with a professional voiceover and amination [
]. The module was designed to be viewed on an iPod Touch, a portable media player, and intended to be considered just before a procedure. The other study, conducted in 2016, related to infectious disease control. They created an ‘edutainment’ video, defined as a mix of education and entertainment [
]. Using humour as a central emotional feature to enhance learning, the video was a ‘mash-up’ video of flight safety and infection control instructions featuring hospital staff as cabin crew [
Details of video development were provided in four studies. However, even the professionally developed video required investigator input for screenplay [
] estimated that video creation took between 10–12 hours, with most of the time spent on editing, for between 5 to 10 minutes of content. Posner et al. [
] used a Stryker 1,488 high-definition camera head/box, an endoscopic camera system that can produce still and video images in the surgical field during procedures [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
]. Communication methods to disseminate the videos were not always reported in studies. Studies used email with varied success rates, for one study conducted in 2014, a senior faculty investigator emailed the video YouTube link to residents with 50% viewing success [
] were initially hosted on a Virtual Reality platform, (WondaVR, Paris, France) but were later posted on the author’s YouTube channel (Available at: https://www.youtube.com/user/gdposner/featured). The authors state this was to promote the use and access of the videos [
]. Website analytics demonstrate that only a third of the users were residents despite the website being specifically created for them. The remaining users were staff consultants, medical students, researchers, and allied-heath staff [
All videos were intended to enhance clinical skills and knowledge, but not all studies reported these outcomes. Three (3) studies examined the effect of video on knowledge assessed on investigator-developed questionnaires [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
]. Eight (8) studies (47%) measured individual skill performance and reported improvements following exposure to their video intervention by medical practitioners [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
] reported statistically significant improvements in skill performance of a team procedure against a checklist. Within skill performance, two studies address videos to support skilled procedures—insertion of a Sengstaken-Blakemore tube and application of a volar splint. Both demonstrate statistically significant improvement in skills following the video intervention [
Just-in-time clinical video review improves successful placement of Sengstaken-Blakemore tube by emergency medicine resident physicians: a randomized control simulation-based study.
] introduced a novel use of video comparing two methods of use—watching an exemplar skill video only or, in addition, watching and critiquing a recording of the participant’s own skill performance (reflective practice). A checklist was then used to self-assess skill performance which was higher in the reflective practice group than video alone [
Three (3) studies assessed the effect of video on skill performance over time. All studies demonstrated higher retention of the skill—N95 application at 3 months, [
In this scoping review, 17 research studies reported on the use of videos to support clinical procedures in a hospital or health care facility. Results suggest this is an evolving area of practice and research, as all studies are from the last decade, and nearly a third are from the previous 2 years. Five (5) themes emerged from our review: 1) video content and purpose, 2) target audience, 3) video hosting site—internal websites versus YouTube, 4) curated versus original ‘homegrown’ video content, and 5) video development process.
A central theme from this scoping review is that it appears acceptable and feasible for health organisations or their staff to create or curate video playlists. There are practical and financial implications of video development, such as seen in the study of emergency care procedures requiring up to 52 video procedures that make curation a sensible option [
]. When considering videos featured in this review posted on YouTube, the viewing numbers suggest the reach was well beyond the intended audience. Video viewing figures need to be interpreted with caution—as the number of views may denote popularity, not necessarily quality [
]. Several authors cite concerns about the quality of publicly available videos with specific examples in clinical skills, injection techniques, and cardiopulmonary resuscitation [
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