Effectiveness and quality of peer video feedback in health professions education: A systematic review

This review aimed to evaluate the effectiveness of peer video feedback (PVF) on healthcare students' reactions and learning outcomes against other feedback methods (e.g., expert- or self-video feedback). It also synthesized the characteristics of PVF within health professions education to ident...

Full description

Saved in:
Bibliographic Details
Published in:Nurse education today 2022-02, Vol.109, p.105203-105203, Article 105203
Main Authors: Zhang, Hui, Liao, Ariel Wen Xin, Goh, Sam Hong Li, Yoong, Si Qi, Lim, Amanda Xiu Ming, Wang, Wenru
Format: Article
Language:English
Subjects:
Allied Health Occupations Education
Ambivalence
Ascription
Best practice
Feedback
Health care
Health Occupations
Health professions
Humans
Learning
Medical education
Medical personnel
Nursing education
Peer
Peer Group
Peer review
Peer tutoring
Risk assessment
Students
Systematic review
Video feedback
Video Technology
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This review aimed to evaluate the effectiveness of peer video feedback (PVF) on healthcare students' reactions and learning outcomes against other feedback methods (e.g., expert- or self-video feedback). It also synthesized the characteristics of PVF within health professions education to identify its effective elements. Seven databases were systematically searched to identify relevant studies, including CENTRAL, CINAHL, ERIC, Embase, PubMed, PsycINFO, and Scopus. This review was conducted based on the PRISMA Statement Guidelines. Reviewers independently extracted data from the included articles and assessed the risk of bias and quality of the studies. The effectiveness of PVF on students' reactions, learning, and quality of peer feedback was summarized. A total of 22 articles were included. Results showed PVF was a helpful learning tool, and students were satisfied with its overall learning experience. PVF demonstrated its positive effect on skill-based learning. The top concern was its quality (accuracy and content), ascribing to peers' limited knowledge, expertise, or feedback experience. This review affirmed the potential effect of PVF on skill-based learning but revealed students' ambivalent feelings towards its quality. Six effective elements were proposed for its best practice. Future studies are needed to investigate further these proposed elements and how they mediate the educational effects of PVF.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2021.105203