Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing

Patel, Rakesh; Green, William; Shahzad, Muhammad Waseem; Church, Helen; Sandars, John

Abstract

Introduction: Medical school graduates in the UK consistently report feeling underprepared for the task of prescribing when embarking on practice. The effective application of self-regulated learning (SRL) approaches and feedback on complex tasks are associated with improved outcomes in practice-based clinical skills.

Aims: This study aimed to investigate the effectiveness of an educational intervention using SRL-enhanced video feedback for improving the prescribing competency of junior doctors.

Methods: A prospective cohort study was designed to compare intervention and control cohorts of junior doctors undertaking simulated clinical encounters at the beginning and end of their 4-month rotation through renal medicine.

Results: The improvement in prescribing competency for the intervention cohort was significant (p[less than]0.001) with large effect size (d = 1.42). Self-efficacy improved in both cohorts with large (control cohort p = 0.026, r= 0.64) and medium (intervention cohort p = 0.083, d = 0.55) effect sizes. Goal setting and self-monitoring skills improved in the intervention cohort only with medium effect size (p = 0.096, d = 0.53).

Conclusions: SRL-enhanced video feedback is effective for improving prescribing competency and developing SRL processes such as goal setting and self-monitoring skills in simulated clinical encounters. Further research is required to evaluate transferability to other clinical sub-speciality contexts and investigate the effectiveness of the intervention for improving prescribing in non-simulated settings. 

Citation

Patel, R., Green, W., Shahzad, M. W., Church, H., & Sandars, J. (2020). Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing. Medical Teacher, 42(8), 886-895. https://doi.org/10.1080/0142159x.2020.1748183

• Journal Article Type: Article
• Acceptance Date: Mar 24, 2020
• Online Publication Date: Apr 17, 2020
• Publication Date: 2020
• Deposit Date: Apr 17, 2020
• Publicly Available Date: Apr 18, 2021
• Journal: Medical Teacher
• Print ISSN: 0142-159X
• Electronic ISSN: 1466-187X
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 42
• Issue: 8
• Pages: 886-895
• DOI: https://doi.org/10.1080/0142159x.2020.1748183
• Keywords: Education; General Medicine
• Public URL: https://nottingham-repository.worktribe.com/output/4302110
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/0142159X.2020.1748183
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=imte20; Published: 2020-04-17.; ; This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on 17 April 2020, available online: http://www.tandfonline....0142159X.2020.1748183.