Short video clips may enable establishing highly interactive, contextual and non-threatening learning environments with a minimum of facilitation. Initial analysis of PVCs including characteristic movements in patients, which may be subtle, periodic or infrequent, are suitable for use in buzz groups and optimise interactivity. Letting learners elaborate on their findings and compare them with the findings of more experienced clinicians enhances attention, clinical reasoning and diagnostic accuracy. Teaching and learning with PVCs in a workshop format may improve medical expertise for the benefit of the patients. Funding This report is independent research arising from a Doctoral Research Fellowship supported by the National Institute for Health Research. The views expressed in this publication are those of the author(s) and not necessarily those of the NHS, the National Institute for Health Research or the UK Department of Health Competing Interests There are no competing interests License for publication The corresponding author has the right to grant on behalf of all authors and does grant on behalf of all authors an exclusive licence (or non-exclusive for government employees) on a worldwide basis to the BMJ Group and co-owners or contracting owning societies (where published by the BMJ Group on their behalf), and its Licensees to permit this article (if accepted) to be published in Archives of Disease in Childhood and any other BMJ Group products and to exploit all subsidiary rights, as set out in our licence. References [1] Morris C, Blaney D. Work-based learning. In: Understanding medical education. Evidence, Theory and Practice Ed: Swanwick T. Wiley-Blackwell 2010 p 69 [2] Cook M, Irby D Sullivan W et al. American medical education 100 years after the Flexner Report. NEJM 2006;355:1339-45 [3] Reece A, Klaber R. Maximising learning on ward rounds. Arch Dis Child Educ Pract [4] last accessed 5th March 2015
Short video clips may enable establishing highly interactive, contextual and non-threatening learning environments with a minimum of facilitation. Initial analysis of PVCs including characteristic movements in patients, which may be subtle, periodic or infrequent, are suitable for use in buzz groups and optimise interactivity. Letting learners elaborate on their findings and compare them with the findings of more experienced clinicians enhances attention, clinical reasoning and diagnostic accuracy. Teaching and learning with PVCs in a workshop format may improve medical expertise for the benefit of the patients. Funding This report is independent research arising from a Doctoral Research Fellowship supported by the National Institute for Health Research. The views expressed in this publication are those of the author(s) and not necessarily those of the NHS, the National Institute for Health Research or the UK Department of Health Competing Interests There are no competing interests License for publication The corresponding author has the right to grant on behalf of all authors and does grant on behalf of all authors an exclusive licence (or non-exclusive for government employees) on a worldwide basis to the BMJ Group and co-owners or contracting owning societies (where published by the BMJ Group on their behalf), and its Licensees to permit this article (if accepted) to be published in Archives of Disease in Childhood and any other BMJ Group products and to exploit all subsidiary rights, as set out in our licence. References [1] Morris C, Blaney D. Work-based learning. In: Understanding medical education. Evidence, Theory and Practice Ed: Swanwick T. Wiley-Blackwell 2010 p 69 [2] Cook M, Irby D Sullivan W et al. American medical education 100 years after the Flexner Report. NEJM 2006;355:1339-45 [3] Reece A, Klaber R. Maximising learning on ward rounds. Arch Dis Child Educ Pract [4] last accessed 5th March 2015