Table 4.

Controlled studies during the clinical years

Author	Year	N	Type of encounter			Video review setting		Outcome studied						Findings	Video helpful
			CS	PE	TS	I	G	SA	S	FB	FA	OA	PA		Yes	No
Brown71	1980	62	×			×					×			Students performed better on interview after video feedback compared to traditional feedback	×
Levenkron83	1987	128	×			×			×		×	×		Students rated simulated patient feedback superior to video feedback. Interviewing skills improved more after patient feedback more than video feedback		×
Maguire77	1978	48	×			×					×			Video superior to audio and paper feedback	×
Mason81	1988	60	×			×		×			×			Didactic video as helpful as video review		×
Quirk78	1982	84	×			×					×			Interview skills improved after feedback with video compared to reading and observation	×
Rutter72	1976	14	×			×					×			Video feedback superior to traditional feedback	×
Scheidt97	1986	105	×	×		×		×			×			Video review with feedback superior to video review with self-assessment alone	×
Schreier73	1981	52	×			×		×	×			×		Students found video review and feedback helpful	×
Srinivasan82	2007	280	×	×		×		×			×			Self-assessment improved only if feedback given in conjunction with video review	×
Stillman75	1977	64	×			×					×	×		Interview skills improved after feedback with video	×
Stillman74	1976	36	×			×						×		Video feedback superior to traditional feedback	×
Stone76	1989	16	×	×		×				×	×			Video with running commentary as effective as video review with faculty feedback	×
Supiot79	2008	40	×			×				×	×			Video review with feedback superior to didactic curriculum alone	×
Walsh80	1999	55	×				×				×			Video review and feedback not superior to didactic curriculum		×

Abbreviations: N, number of students; CS, communication skills; PE, physical exam; TS, technical skills; I, individual; G, group; SA, self-assessment; S, satisfaction; FB, feedback; FA, faculty assessment; OA, other assessment; PA, peer assessment.