ArticleAdvances in medical education and practice2026
Video-Assisted Debriefing for Non-Technical Skills Training in Emergency Medicine Clerkships: A Mixed-Methods Feasibility Study.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
Objective: Non-technical skills (NTS) are essential for safe emergency care but are inconsistently taught in undergraduate curricula. Video-assisted debriefing (VAD) may support reflection on team performance, but its feasibility within routine clerkships is underexplored. This study evaluated the feasibility of integrating VAD into a mandatory emergency medicine clerkship and descriptively explored learner perceptions and observed NTS performance. Methods: A convergent mixed-methods feasibility study was conducted within an 8-week final-year emergency medicine clerkship in Qatar (N=66). Weekly simulation sessions included structured NTS teaching and VAD. Feasibility was predefined as: participation ≥80%, survey completion ≥70%, and ≥50% of recordings technically suitable for faculty assessment using the Simulation Performance Assessment Tool-Modified (SPAT-M). Learner perceptions were explored through a post-clerkship survey and free-text reflections. Results: All 66 students completed the mandatory simulation curriculum; 46 (69.7%) completed the post-clerkship survey, narrowly below the predefined 70% threshold. Of 16 recordings screened, nine (56.3%) met technical criteria for SPAT-M analysis; seven (43.7%) were excluded for incomplete capture, audio failure, or poor image quality. Students reported high perceived NTS competence (median 4.0-4.5/5); faculty ratings of the nine usable recordings reflected competent-to-proficient performance (median 3.5-4.5). Situational awareness was the relatively lowest-rated domain and the most frequently reported area for development. Thematic analysis identified three themes: applying NTS in clinical practice, situational awareness as an area for development, and support for earlier longitudinal NTS integration. Conclusion: Integrating VAD into a mandatory emergency medicine clerkship was feasible, although survey completion narrowly missed the predefined threshold and technical limitations restricted structured assessment to 56.3% of recordings. Learners perceived VAD as supporting reflection on NTS performance. Further multi-institutional studies are needed to evaluate educational effectiveness and transfer to clinical practice.
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