Background Many simulations centres, including our own, routinely record sessions to augment debriefing. Some evidence shows ‘video debriefing’ is no more effective than standard debriefing techniques.1
There are reported uses of wearable cameras (e.g. Google glass and GoPro), to allow the faculty to view the simulation from the students’ perspective.2,3 There is limited research into wearing covert cameras.
Innovation Communication skills sessions were run with medical undergraduates and patient-actors. Two stations ran with a single actor and 2–3 students. The first station was recorded using a tripod-mounted camera in full view. The second station used an actor fitted with ‘covert camera spectacles’. The facilitators debriefed the simulations without using video.
At the end of the session students were informed about the ‘spyglasses’ and provided with video from both sessions to take away and watch. Students were given proformas to guide their review of the video clips. The faculty then reviewed these.
Improvements/outcomes Students were encouraged to begin reflective practice, revisiting the session by watching video in their own time.
Viewing their performance completely from a patients’ perspective hopefully provided a novel insight for the students.
Focus groups after the sessions:
‘It’s a rare opportunity to see yourself from a patient’s point of view….
people say you’re a certain way but you never know what that looks like or what that (patient) might see’.
you forget about the camera sooner because it’s just part of the actors face’.
Take home messages Videoing medical simulation is becoming more common, despite evidence to show that it aids debriefing.
Covert glasses allow students to experience and revisit their performance from a unique patient perspective.
Allowing students to review video footage away from the session may be a way of encouraging reflective practice.
Cheng A, Eppich W, Grant V, Sherbino J, Zendejas B, Cook DA. Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Med Educ. 2014;48(7):657–66
Moshtaghi O, Kelley KS, Armstrong WB, Ghavami Y, Gu J, Djalilian HR. Using google glass to solve communication and surgical education challenges in the operating room. Laryngoscope 2015
Paro JA, Nazareli R, Gurjala A, Berger A, Lee GK. Video-Based Self-Review: Comparing Google Glass and GoPro Technologies. Ann Plast Surg. 2015;74(Suppl 1):S71–4
Statistics from Altmetric.com
If you wish to reuse any or all of this article please use the link below which will take you to the Copyright Clearance Center’s RightsLink service. You will be able to get a quick price and instant permission to reuse the content in many different ways.