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Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study

Vidéo de démonstration et vidéo de rétroaction pour réduire le temps de réalisation d’une canulation intraveineuse par des étudiants en médecine : une étude randomisée contrôlée de méthodes mixtes



Combined video modeling (VM) and video feedback (VF) may be more beneficial than traditional feedback when teaching procedural skills. This study examined whether repeated VM and VF compared with VM alone reduced the time required for medical students to perform peripheral intravenous (IV) cannulation.


Twenty-five novice medical students were randomly assigned to groups in a one-way blinded embedded mixed-methods study to perform IV cannulation. Participants received standardized instruction and performed IV cannulation on each other while being audio-video recorded. They were assigned to review a video of an expert performing IV cannulation (VM alone), or both the expert video and a video of their own most recent IV cannulation (VM+VF), before returning to perform another IV cannulation. This was repeated for a total of four IV cannulation encounters and three video reviews. A post-test interview was also conducted and analyzed qualitatively using thematic content analysis.


The median [interquartile range] time required to perform IV cannulation in the final encounter was significantly different between the VM+VF group vs VM alone group (126 [93-226] sec vs 345 [131-537] sec, respectively; median difference, 111 sec; 95% confidence interval, 8 to 391; P = 0.02). There was no significant difference in IV cannulation success between VM alone and VM+VF in the final encounter (75% vs 85% respectively; P = 0.65). For the VM+VF group, the time to perform IV cannulation was reduced after the final encounter compared with the baseline encounter (P = 0.002), which was not true of the VM alone group (P = 0.35).


Video modeling and feedback shortened time to IV skill completion, reduced complications, and improved satisfaction in novice medical students.



La combinaison d’une vidéo de démonstration (VD) et d’une vidéo de rétroaction (VR) pourrait être plus efficace que la rétroaction traditionnelle pour l’enseignement des habiletés nécessaires pour des procédures. Cette étude a cherché à savoir si la répétition d’une VD et d’une VR réduisait davantage le temps nécessaire à des étudiants en médecine pour effectuer une canulation intraveineuse périphérique (IV) par rapport à la seule VD.


Vingt-cinq étudiants en médecine novices ont été assignés par randomisation à des groupes d’une étude utilisant différentes méthodes intégrées d’apprentissage avec insu unilatéral pour la réalisation d’une canulation IV. Les participants ont reçu un enseignement standardisé et ont réalisé une canulation IV sur un autre participant tout en étant filmés (audio-vidéo). Selon leur groupe, ils devaient visionner la vidéo d’un expert effectuant une canulation IV (groupe VD uniquement) ou voir la vidéo de l’expert et une vidéo de leur plus récente canulation IV (groupe VD + VR) avant d’effectuer une autre canulation IV. La procédure a été répétée (total de 4 tentatives de canulations et 3 séances de vidéos). Un entretien post test a été également mené et analysé du point de vue qualitatif au moyen d’une analyse thématique du contenu.


Le temps médian [plage interquartile] nécessaire pour effectuer la canulation IV au cours de la dernière tentative a été significativement différent entre le groupe VD+VR et le groupe VD seule (respectivement, 126 secondes [93 à 226 s] contre 345 s [131 à 537 s]; différence des médianes, 111 s; intervalle de confiance à 95 % : 8 à 391; P = 0,02). Il n’y a pas eu de différence significative entre le taux de réussite des canulations entre le groupe VD seule et le groupe VD+VR (respectivement, 75 % contre 85 %; P = 0,65). Pour le groupe VD+VR, le temps nécessaire à la canulation IV au moment de la dernière tentative a été plus court par rapport au temps mis au cours de la première tentative (P = 0,002), ce qui n’a pas été le cas pour le groupe VD seule (P = 0,35).


La vidéo de démonstration et la vidéo de rétroaction ont permis de raccourcir le temps de réalisation des habiletés d’une canulation IV, ont réduit les complications et amélioré la satisfaction des étudiants en médecine novices.

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Author contributions

Julie Yu contributed to all aspects of this manuscript, including study conception and design; acquisition, analysis, and interpretation of data; and drafting the article. Calvin Lo contributed to data acquisition and interpretation of data. Claudia Madampage contributed to the drafting of the manuscript. Jagmeet Bajwa contributed to the analysis of data. Jennifer O’Brien contributed to study conception and design, as well as analysis and interpretation of data. Paul Olszynski contributed to study conception and design. Malcolm Lucy contributed to study conception and design, and acquisition and interpretation of data. All authors contributed to the critical revision of the manuscript.


The authors wish to thank the Clinical Learning Resource Centre staff, the anesthesia residents at the University of Saskatchewan, and the late Dr. Neil Cowie. Without all of their support, this project would never have been possible.

Conflicts of interest


Funding statement

The authors wish to thank the Department of Anesthesia for their generous funding of the project, the Clinical Learning Resource Centre for their generous equipment contributions, as well as the in-kind equipment support received from the following: ICU Medical, B.D. Posi Flush, Rit Med, 3-M, Hospira.

Ethical approval

Ethical approval for studies on human subjects was granted by the Biomedical Research Ethics Board (Bio-REB) at the University of Saskatchewan on Jan 20 2016, Bio # 15-321.

Editorial responsibility

This submission was handled by Dr. Hilary P. Grocott, Editor-in-Chief, Canadian Journal of Anesthesia.

Author information

Correspondence to Julie Yu MD, FRCPC.

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Supplementary material 1 Expert video model. Video with audio narration provided to participants as an example of expert intravenous cannulation performance. Both groups viewed this video during the video review period (with headphones). Participants were permitted to pause, fast forward or rewind any component of the video during the review period. (MOV 183720 kb)

Supplementary material 1 Expert video model. Video with audio narration provided to participants as an example of expert intravenous cannulation performance. Both groups viewed this video during the video review period (with headphones). Participants were permitted to pause, fast forward or rewind any component of the video during the review period. (MOV 183720 kb)

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Yu, J., Lo, C., Madampage, C. et al. Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study. Can J Anesth/J Can Anesth (2020).

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