Video Consultations

Learner first then observation
Pendleton
Cambridge Calgary
Options

Resources

For support, advice and help with video reviews from an experienced observer contact the local departments of general practice education whatever your line of work or Dr Mark Rickenbach at “Your Life”

Pendleton D, Schofield T, Tate P, Havelock P. The consultation, An approach to teaching and learning. Oxford:Oxford Medical Publications; 1984

Kurtz S.M, Silverman J,D. The Calgary-Cambridge Observation Guides. An aid to defining the curriculum and organising teaching in communication training programmes Med Educ 1996:30;83-9

Video recording of yourself relating to others at work, when teaching or with patients is a very effective way to develop your own skills and become more effective as a manger, teacher or carer. Always get full consent to video others and look at the video yourself before showing others in confidence. Get someone you trust , who is experienced in looking at videos, to go over the recording with you as an “observer”. Discuss your approach together, before you look at the video . There are many approaches and some are listed here.

Learner first then observation

It is an important principle that the learner, who is being recorded, always goes first in any discussion. The learner should have ownership of the successes and issues wherever possible. Ideally the learner should articulate all the key points with the observer sugesting areas to focus on, if need. The observer needs to take care not to be critical and to ensure they use a neutral objective approach. The words “I observe that” followed by a description of what actually took place is usually sufficient to help the learner focus on a particular point. What the observer notices is only another person’s view point and the aim is to provide a different insight rather than state what is right or wrong. The exception being if harm might arise.

Pendleton

This approach leads with the learner then the observer comments in each of four categories followed by an action summary

What went well What areas to develop

Learner says what need Observer(s) says might need

Action summary

It is often hard for the leaner to describe and list what went well and the observer may need to encourage this in full initially. On the first occassion, this is an important section as it builds trust and confidence. It often opens the learners eyes to the experience and skill they already have. For subsequent videos this section will be shorter and taken as understood

Cambridge Calgary

The nemonic I use to guide me thorugh this approach is Sew, Setgo, Sew. the original work just used setgo

Set the scene

Explain the process

Watch video

Saw ? What seen by the Learner

Else see? What seen by the Observer(s)

Think? Learner’s comments

Goal(s) Set by the learner

Offers Observer’s suggestions

Summary

Evaluate the process used

Write down

Cambridge Calgary can be a more structured approach, but each step has a purpose. As the process is repeated it becomes more streamline and the learner and observer will proceed through each step naturally.

Options

Consider key points in the video consultation. Review what actually occurred and consider what alternative options there were in what was said or done. Consider a wide range then discuss the possible outcomes from each approach. As usual the learner goes first and the observer makes additional comments as needed

Ensure the options are handled neutrally. This is an alternative, and consider what might have been the outcome.

Remember you are equals with each other even if one person usually has more experience and can act as a resource