Practical histology in tune with the times

from instructors about their performance and then completed the self-reflection. Students in the experimental group (n = 62) received verbal feedback from instructors, and an emailed link to the patientperspective video of their performance. After viewing the video, these students completed the self-reflection. Instructors recorded student performance again the following day, and we compared the data collected from instructors on both days. All students were evaluated using anchored 10-point Likert scales assessing 14 areas of performance. The Uniformed Services University of the Health Sciences IRB#1 approved this project. What lessons were learned? Our patient-perspective video activity proved successful, particularly for students whose performance on the first day was below average (p < 0.05). The patient-perspective video feedback also proved successful for helping students to evaluate a patient in the correct TCCC sequence, and recognise signs and symptoms of shock, more than verbal feedback and reflection alone (p < 0.05). The activity also proved popular with students – they reported higher learning satisfaction with the patient-perspective video feedback than with just verbal feedback alone. Inter-rater variability affected our data collection this year, and further study, after better training of faculty members to ensure more consistent evaluation, would be beneficial. Overall, patient-perspective video feedback is achievable, and it holds promise for learners mastering challenging trauma and communication skills.