The effectiveness of Peer Video Feedback on Clinical Skills Learning among Healthcare Students: A Systematic Review

Abstract

Background: Peer Video Feedback (PVF), or peer feedback with video review, is an educational strategy whereby peer tutors provide feedback to peer tutee upon watching his/her performance on a recorded video. Video recording enables accurate audio-visual capture of the learners’ clinical skills, while peer feedback offers the advantage of immediate feedback provision. Despite well-reported educational effects, no systematic review on this topic has been conducted in the health professions education. Objectives: To systematically review and determine the effectiveness of PVF on clinical skills competencies among healthcare students. Methods: Seven databases (Cochrane Central Register of Controlled Trials (CENTRAL), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), Embase, PubMed, PsycINFO and Scopus) were systematically searched to identify relevant experimental studies which used PVF as the intervention and published in English. Two reviewers independently extracted data from the selected articles, assessed the risk of bias and quality of the studies. The effectiveness of the intervention on study outcomes (learning, reaction and validity of peer rating) were narratively summarised. Results: Sixteen articles published between 1997 and 2020 were eligible for inclusion. Results show that PVF is a helpful learning tool that has the potential to improve students’ clinical skills when the feedback process is guided with a checklist, feedback training provided and assigned multiple feedback sessions for peers to practice giving good feedback. Although students perceive expert feedback to be more superior, peers are capable of providing feedback for objective skills. Whereas expert feedback is more appropriate for subjective skills due to experts’ subject expertise. Conclusion and Implications: This review affirmed that PVF can be effectively utilised to complement learning, thereby improving learners’ technical and non-technical clinical skills learning required in their practice.