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

<p>Introduction</p><p>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.</p><p>Aims</p><p>This study aimed to investigate the effectiveness of an educational intervention using SRL-enhanced video feedback for improving the prescribing competency of junior doctors.</p><p>Methods</p><p>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 four-month rotation through renal medicine.</p><p>Results</p><p>The improvement in prescribing competency for the intervention cohort was significant (p<0.001)with large effect size (d=1.42).Self-efficacy improved in both cohorts with large and medium effect sizes(control cohort p=0.026, r=0.64; intervention cohort p=0.083, d=0.55). Goal setting and self-monitoring skills improved in the intervention cohort only with medium effect size (p=0.096, d=0.53).</p><p>Conclusions</p><p>4SRL-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.</p>