Video techniques and data compared with observation in emergency trauma care
- 1Professor, Director, The Charles McC Mathias Jr, National Study Centre for Trauma and EMS at the University of Maryland School of Medicine, Baltimore, MD 21201, USA
- 2Associate Professor of Anesthesiology, Director, Human Factors Research Laboratories, Faculty, National Study Centre for Trauma and EMS at the University of Maryland School of Medicine, Baltimore, MD 21201, USA
- Correspondence to: Dr C F Mackenzie The Charles McC Mathias Jr, National Study Centre for Trauma and EMS, 701 W. Pratt Street, 518 Baltimore, MD 21201-1023, USA;
Video recording is underused in improving patient safety and understanding performance shaping factors in patient care. We report our experience of using video recording techniques in a trauma centre, including how to gain cooperation of clinicians for video recording of their workplace performance, identify strengths of video compared with observation, and suggest processes for consent and maintenance of confidentiality of video records. Video records are a rich source of data for documenting clinician performance which reveal safety and systems issues not identified by observation. Emergency procedures and video records of critical events identified patient safety, clinical, quality assurance, systems failures, and ergonomic issues. Video recording is a powerful feedback and training tool and provides a reusable record of events that can be repeatedly reviewed and used as research data. It allows expanded analyses of time critical events, trauma resuscitation, anaesthesia, and surgical tasks. To overcome some of the key obstacles in deploying video recording techniques, researchers should (1) develop trust with video recorded subjects, (2) obtain clinician participation for introduction of a new protocol or line of investigation, (3) report aggregated video recorded data and use clinician reviews for feedback on covert processes and cognitive analyses, and (4) involve multidisciplinary experts in medicine and nursing.
Supported by AHRQ grants 5U18HS11279-02 and 5P20HS11562-02.