Valuation of the use of video-assisted feedback to teach communication skills to registrars in paediatric anaesthesia.

Abstract

Background: Communicating with children is integral to paediatric anaesthetic practice but difficult for trainees to learn. Experiential methods for teaching communication skills, e.g. videoassisted feedback (VAF), are more effective than didactic methods (Aspegren 1999). Use of VAF in anaesthetic training has not been reported. Method(s): Thirteen ANZCA ATY-1 trainees on rotation in paediatric anaesthesia at Monash Medical Centre participated in an interactive communication skills lesson using role play and video of consultations. They were subsequently individually videotaped performing preoperative consultation and anaesthetic induction for a child, before participating in a confidential debriefing session based on Cox s description of experiential learning (Cox 1991). Afterwards they completed an anonymous online survey with items rated 1-5 from strongly disagree to strongly agree. Result(s): All 13 trainees completed the survey. Trainees agreed the VAF session was long enough and did not agree another case video would be beneficial. Trainees strongly agreed the feedback delivery was specific, constructive and directed at their behaviours. They strongly agreed that video allowed them to identify aspects of their behaviour to improve or continue to perform in future. They disagreed that the feedback would have been as useful or believable without it. They agreed that video made them anxious and selfconscious and that it affected their performance. They agreed VAF contributed positively to their learning and should be repeated for future trainees. Conclusion(s): Trainees found VAF an acceptable and valuable tool for learning communication skills in paediatric anaesthesia.