JMIR Publications

ABSTRACT

Background:

Video recordings of patient-clinician interactions are increasingly utilized as educational tools in health education, offering a dynamic medium to improve clinical skills, communication, and learner engagement. Despite their promise, the ethical and logistical implications of integrating these recordings into curricula require further exploration to ensure their effective and responsible use.

Objective:

This scoping review synthesized existing literature to understand the use of video recordings in health education. It aimed to examine their characteristics, educational purposes, and outcomes; compare their effectiveness with traditional teaching methods; and identify ethical and logistical considerations.

Methods:

The review followed the Joanna Briggs Institute methodology for scoping reviews. Searches in MEDLINE, EMBASE, and ERIC databases, along with grey literature, identified relevant studies meeting predefined inclusion criteria. Eligible studies evaluated video recordings of real or simulated patient-clinician interactions in health education. Non-interactive video content and other media formats were excluded. Data on study characteristics, interventions, outcomes, and key findings were independently charted by two reviewers to ensure accuracy.

Results:

The review included 69 studies, with the majority focusing on medical education (40.58%), followed by dental (21.74%) and nursing education (11.59%). Most studies (59.42%) were published between 2011 and 2020, highlighting a recent surge in interest. Video-based learning consistently demonstrated superior outcomes compared to traditional methods, particularly in enhancing clinical skills, communication abilities, and learner engagement. However, ethical considerations, including informed consent and confidentiality, were inconsistently addressed. Logistical challenges, such as ensuring access to recording technology and maintaining privacy, were also identified.

Conclusions:

This review highlights the transformative potential of video recordings in health education, emphasizing their effectiveness in improving learning outcomes. However, gaps remain in addressing ethical and logistical challenges, such as standardizing informed consent practices and safeguarding privacy. Future research should focus on quantifying the long-term educational benefits of video-based learning and exploring its emotional and psychological impacts on learners. Establishing robust ethical frameworks and implementation protocols will be critical for the responsible and effective use of these tools in health education globally.