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This article was migrated. The article was not marked as recommended. AimThis study seeks to evaluate the utility of video-assisted self-assessment in the attainment of basic life support (BLS) skills in medical students.MethodsOn procuring approval from the Institutional Ethics committee, third-year medical students were enrolled in the study. A large group interactive session on BLS skills was conducted followed by a demonstration of BLS skills on a manikin by the instructor. The students' performance was recorded using an Apple iPad. Self-assessment was done by the students twice using a standard checklist - before and after watching the video recordings of their performance. The disparity in the self-assessment scores before and after watching their video was analyzed, which was compared with that of the instructors' feedback, using students 't' test and Mann Whitney test. Feedback about this assessment methodology was obtained using a questionnaire.ResultsForty-one 3rd year medical students participated. A significant difference (&lt;0.05) in the students pre and post video assessment scores was observed. All students agreed that watching the video recording of their skill performance helped them identify the errors better.ConclusionsIn conclusion, video-assisted assessment is an effective and a feasible method to improve self-assessment accuracy regarding clinical skills.

Video-Assisted Self-Assessment of Basic Life Support skills in Medical Students