%0 Journal Article %A Patel, Rakesh %A Green, William %A Shahzad, Muhammad %A Church, Helen %A Sandars, John %D 2020 %T Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing %U https://figshare.le.ac.uk/articles/journal_contribution/Using_a_self-regulated_learning-enhanced_video_feedback_educational_intervention_to_improve_junior_doctor_prescribing/12030405 %K Uncategorised value %K Deliberate Practice %K Foundation Training %K Junior Doctors %K Patient Safety %K Prescribing %K Video-Enhanced Feedback %X

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.

%I University of Leicester