Video Peer Appraisal
With the increased emphasis on teaching and training, the visit will include an opportunity to look at
the Educational Supervisor in action, by looking at a video of a CBD or discussion of a COT. This
exercise will be helped by the Educational Supervisor having had the opportunity to reflect on the
video prior to the visit.
I am grateful to the North of Scotland for allowing us to modify their current model of tutorial review.
You may wish to use this framework to assist in the formative review of you video – or you may
simply want to talk about a particular issue that is important to you.
In practical terms:
1. The learner should sign the consent form.
2. The Educational Supervisor should complete the “Educational Supervisor’s Copy” of the Video
Tutorial Task List.
3. The Educational Supervisor should decide on an area within the tutorial on which to focus.
4. At the time of the visit, the visitors and Educational Supervisor will watch the video, the visitors
completing the relevant sections of the “Visitors Copy” of the Video Tutorial Checklist.
5. The specific information recorded on the Visitors Copy of the Video Tutorial Task List will not be
submitted as part of the formal report.
7. Video Peer Appraisal Document
NHS EDUCATION FOR SCOTLAND TRAINING PRACTICE VISITS
Videoing Tutorials
The skills of leaner-centred teaching have much in common with patient-centred consulting, and
therefore should be familiar to all Educational Supervisors. The list of nine Tasks that follows has
been adapted from three sources:
 work done by Educational Supervisors in Highland
 “Professional Education for General Practice” by Havelock et al. The Oxford Region’s
contribution to formative assessment of Educational Supervisor’s teaching
 The KSS (Kent, Surrey, Sussex) handbook on video tutorial summative assessment
The Tasks
The following tasks are appropriate for a tutorial between Educational Supervisor and GP
Registrar:
1. Create an appropriate learning environment
2. Identify the learner’s agenda
3. Assess the learner’s needs
4. Negotiate and agree the process for learning
5. Select and use appropriate learning methods that develop the learner’s:
a. Clinical competence
b. Critical thinking
c. Self-awareness
6. Summarise and check for learning
7. Agree plans for future learning
8. Use time appropriately
9. Establish and maintain an effective working relationship
Practical Considerations
A video’d tutorial is an artificial situation and can therefore only approximate to the normal
unobserved tutorials of Educational Supervisor and GP Registrar learner. However, as in a COT
put forward by a Trainee, it gives an opportunity for the Educational Supervisor to demonstrate that
he or she can achieve the components of effective teaching.
 The tutorial should be problem-based – a one or two clinical cases, or practice situations or
general issues brought to the tutorial by the GP Registrar as problems to him/her.
 Approx 20 minutes in length
 Recorded in a format that:
o has the time showing
o is of good sound and visual quality
o allows observation of both Educational Supervisor’s and Learner’s faces
 Written consent obtained from learner – a sample consent form follows.
 Any patients discussed should not be identifiable by name
 The video should be accompanied by personal comments reflecting on the educational
process displayed on the video, identifying strengths and weaknesses for each criterion. More
important than producing a perfect video is the ability to recognise where and how it could
have been better! See following sheet “Video Tutorial Checklist”.
7. Video Peer Appraisal Document
Learner’s Consent for being Video’d
This video of a tutorial will form an integral part of the practice visit, to ensure educational
standards in the training practice.
The tutorial will usually be with a GP Registrar, although if there is no Registrar currently in place
any learner will do! This could be a GP Registrar “borrowed” from another practice, a GP
colleague, a nurse or another practice team member.
Name of Practice
Name of Educational
Supervisor
Signature:
Name of GP Registrar
Signature
Date
7. Video Peer Appraisal Document
EDUCATIONAL SUPERVISOR COPY
NHS EDUCATION FOR SCOTLAND
THE TUTORIAL TASKS
Create an appropriate learning
environment
Identify the learner’s agenda –
Who or what is it you want to talk
about?
Assess the learner’s needs –
What is it you need to learn?
Negotiate and agree the process
for learning –
How shall we do this?
Select and use appropriate learning
methods that develop the
learner’s:
1. Clinical Competence
2. Critical thinking
3. Self-awareness
Summarise and check for learning
What did we cover?
And what did you learn?
Agree plans for future learning –
What happens now?
Use time appropriately –
ie well-paced, too rushed or too slow?
Establish and maintain an
effective working relationship
Does the relationship appear to
support the learning?
7. Video Peer Appraisal Document
VIDEO TUTORIAL TASK LIST
Educational Supervisor’s Reflections
and Assessment
VISITOR COPY
NHS EDUCATION FOR SCOTLAND
VIDEO TUTORIAL TASK LIST
THE TUTORIAL TASKS
1
Create an appropriate learning environment
2
Identify the learner’s agenda –
Who or what is it you want to talk about?
3
Assess the learner’s needs –
What is it you need to learn?
4
Negotiate and agree the process for learning –
How shall we do this?
Select and use appropriate learning methods that
develop the learner’s:
1. Clinical Competence
5
2. Critical thinking
3. Self-awareness
6
Summarise and check for learning
7
Agree plans for future learning –
What happens now?
8
Use time appropriately –
ie well paced, too rushed or too slow?
9
Establish and maintain an effective working
relationship –
Does the relationship appear to support the
learning?
7. Video Peer Appraisal Document
Areas for Discussion