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

journal contribution
posted on 2020-03-27, 10:24 authored by Rakesh Patel, William Green, Muhammad Shahzad, Helen Church, John Sandars

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 four-month rotation through renal medicine.

Results

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).

Conclusions

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.

Funding

This work was funded by Health Education England East Midlands grant number LEI0085.

History

Citation

Patel, R., Green, W., Shahzad, M. W.,Church, H., Sandars, J.(accepted). Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing. Medical Teacher.DOI:10.1080/0142159X.2020.1748183

Version

  • AM (Accepted Manuscript)

Published in

Medical Teacher

Publisher

Taylor & Francis

issn

0142-159X

Acceptance date

2020-03-24

Copyright date

2020

Publisher version

TBA

Language

en

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