The Use of Video Annotation from Simulated Patient's Perspective

Abstract

Video annotation can promote self-reflection because it provides video-based feedback. It permits one to analyze oneself by reviewing one’s own video and create digital notes attached to that section of the video where one reflects on, thus enabling evidence-based reflection. This characteristic of the video annotation can be used to promote simulated patient’s self-reflection, thus supporting the feedback review process in simulated patient training. Using a case study approach, this master thesis investigated how the simulated patients used the video annotation during their feedback review process and how they related the usage to the support of the feedback review process. The results of the literature research show that the reflection should be guided. Having an analytical framework can massively facilitate the reflection. As the simulated patients have never used the video annotation before, the technology acceptance also plays a role in the perceived reflection. By conducting the direct observation and interviews with the simulated patients and the interview with the tutor, rich insights into the simulate patient’s usage and its relation to the support of the feedback review process were generated....