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Resources
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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 Consultations
Learner first then observation
Pendleton
Cambridge Calgary
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
Tne 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 ?
Else see?
Think?
Goal(s)
Offers
What seen by the Learner
What seen by the Observer(s)
Learner's comments
Set by the learner
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.
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
Kurtz S.M, Silverman J.D, Draper J.Teaching and learning
communication slkills in medicine. Oxford:Radcliffe Medical
Press;1998