Please enable JavaScript.
Coggle requires JavaScript to display documents.
Video coaching in #MedEd - Coggle Diagram
Video coaching in #MedEd
-
Technology is neither good nor bad, but never neutral (Kranzberg)
Ethics committees, people put up barriers focusing on the bad
-
Competency based medical education can be problematic - being assessed all the time results in inauthentic performance which has knock on effects in professional identity formation
-
Brand et al - we reject feedback when assessed
Backed up by psychology - self-serving bias and mnemic neglect when perceived self-threat is high
-
-
-
PROBLEM - culture, resistance to change, potential for harm => risk aversion, translation of findings in other areas
-
-
FEAR - fear of what might happen to the video
fear of how the video will be used
fear of the "bad"
Lack of trust between patients-trainees-supervisors
How can we embrace the good and avoid the bad? Problem is that good looks good to different people and bad looks bad to different people. There is no universal good or bad
Original question: How does video recording trainee performance influence workplace-based assessment learning conversations?
Revision: How does using video recording patient-trainee interactions influence coaching in medical education from a supervisor and trainee perspective? How do patients perceive using video recordings patient-trainee interactions for coaching purposes?
Becoming a specialist doctor is a complex process. Identity formation, triadic relationship, opportunistic teaching, power relationships