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Clin Simul Nurs. 2018 Apr;17:19-27. doi: 10.1016/j.ecns.2017.11.007.

Video Monitoring a Simulation-Based Quality Improvement Program in Bihar, India.

Author information

1
Program Director, PRONTO International, Seattle, WA 98112, USA.
2
Project Director, Institute for Global Health Sciences, University of California San Francisco, San Francisco, CA 94158, USA.
3
Senior Simulation Specialist, Pronto International, State RMNCH+A Unit, Patna, Bihar, India.
4
CARE India Solutions for Sustainable Development, Bihar Technical Support Unit, Bihar, India.
5
Institute for Global Health Sciences, University of California San Francisco, San Francisco, CA 94158, USA.
6
Assistant Professor of Neonatology, Department of Pediatrics, University of California San Francisco, San Francisco, CA 94158, USA.
7
Maternal, Adolescent, Reproductive, & Child Health Centre, London School of Hygiene & Tropical Medicine, Keppel Street, London, UK.
8
Associate Professor, College of Nursing, University of Utah, Salt Lake City, UT 84112, USA.
9
Chief Operations Officer, PRONTO International, Seattle, WA 98112, USA.
10
Team Lead, CARE India Solutions for Sustainable Development, Bihar Technical Support Unit, Bihar, India.
11
Professor, Department of Obstetrics and Gynecology and Reproductive Services, University of California San Francisco, San Francisco, CA 94110, USA.

Abstract

Background:

Simulation-based training has become an accepted clinical training andragogy in high-resource settings with its use increasing in low-resource settings. Video recordings of simulated scenarios are commonly used by facilitators. Beyond using the videos during debrief sessions, researchers can also analyze the simulation videos to quantify technical and nontechnical skills during simulated scenarios over time. Little is known about the feasibility and use of large-scale systems to video record and analyze simulation and debriefing data for monitoring and evaluation in low-resource settings.

Methods:

This manuscript describes the process of designing and implementing a large-scale video monitoring system. Mentees and Mentors were consented and all simulations and debriefs conducted at 320 Primary Health Centers (PHCs) were video recorded. The system design, number of video recordings, and inter-rater reliability of the coded videos were assessed.

Results:

The final dataset included a total of 11,278 videos. Overall, a total of 2,124 simulation videos were coded and 183 (12%) were blindly double-coded. For the double-coded sample, the average inter-rater reliability (IRR) scores were 80% for nontechnical skills, and 94% for clinical technical skills. Among 4,450 long debrief videos received, 216 were selected for coding and all were double-coded. Data quality of simulation videos was found to be very good in terms of recorded instances of "unable to see" and "unable to hear" in Phases 1 and 2.

Conclusion:

This study demonstrates that video monitoring systems can be effectively implemented at scale in resource limited settings. Further, video monitoring systems can play several vital roles within program implementation, including monitoring and evaluation, provision of actionable feedback to program implementers, and assurance of program fidelity.

KEYWORDS:

maternal and child health; program monitoring; quality improvement; simulation training; video monitoring

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