Academic Evidence & Research
Videolab is not just a teaching tool but a research-proven platform that supports modern medical education. Studies across Europe highlight how video-enabled feedback, consultation analysis, and simulation debriefing empower both learners and educators to achieve measurable improvements in patient-centred communication and clinical competence. By combining robust privacy safeguards with flexible integration into educational workflows, Videolab enables institutions to innovate without compromising compliance.
Video-Recording in Real Consultations / Clinical Encounters
Eeckhout T, Gerits M, Bouquillon D, Schoenmakers B. (2016)
Video training with peer feedback in real-time consultation
Feasibility and acceptability of recording GP trainees’ real patient consultations was assessed. 70% of GP trainees rated video-recorded consultations positively. They valued the impact on communication skills, confirming feasibility in daily practice.
Noordman J, Post B, van Dartel AAM, Slits JMA, Olde Hartman TC, van Dulmen S, et al. (2019)
Training residents in patient-centred communication and empathy
A 3-day structured video-based program significantly improved residents’ empathy and patient-centred communication across multiple measurement methods.
Dohms MC, Collares CF, Tibério IC. (2020)
Video-based feedback using real consultations for formative assessment
Using authentic consultation videos for feedback encouraged trainees to critically reflect on their performance, strengthened the learning value of formative assessment, and was well accepted by both students and supervisors.
Pedersen CG, Høstrup H, Bro F, Bjerrum L, Høst D, Felding SA, et al. (2022)
Understanding healthcare providers’ experiences with video recording of patient consultations
Explores how clinicians perceive video recording of consultations, focusing on barriers (privacy, patient comfort) and facilitators (training, consent procedures) in real clinical settings.
Timmerman A, Oerlemans M, van der Vleuten C, Pawlikowska T, Ram P, Muris J. (2022)
Exploring typologies of consultation performance using authentic clinical experiences
Authentic consultation recordings enabled educators to identify distinct consultation performance types, providing targeted feedback to accelerate trainee growth.
Video feedback and debriefing in simulation, OSCEs and skills training
Junod Perron N, Louis-Simonet M, Cerutti B, Pfarrwaller E, Sommer J, Nendaz M. (2016)
Feedback in formative OSCEs: comparison between direct observation and video-based formats.
This study compared feedback quality in formative OSCEs when given through direct observation versus video review. Video-based feedback prompted richer discussions about communication, professionalism, and clinical reasoning. Students engaged more actively and reflected deeper on their performance with video. The authors conclude that format choice should align with educational objectives, with video particularly valuable for fostering reflective learning.
Zhang H, Mörelius E, Goh SHL, Wang W. (2019)
Effectiveness of Video-Assisted Debriefing in Simulation-Based Health Professions Education: A Systematic Review of Quantitative Evidence
Across 23 studies, video-assisted debriefing improved learner experience, attitudes, and some performance outcomes. It was comparable to verbal debriefing for knowledge gain; effective designs used experienced debriefers, structured models, and 10–90 minute sessions.
Zhang, H., Liao, A. W. X., Goh, S. H. L., Yoong, S. Q., Lim, A. X. M., & Wang, W. (2021)
Effectiveness and quality of peer video feedback in health professions education: A systematic review
Peer video feedback generally improved learner reactions and several learning outcomes versus other feedback modes, with implementation quality influencing impact. The review synthesizes practical design elements to raise feedback quality.
Video for patient information and education
Brouwers M, Rasenberg E, van Weel C, Laan R, van Weel-Baumgarten E. (2017)
Assessing patient-centred communication in teaching: a systematic review of instruments
The review systematically identified and analyzed 14 instruments used to assess patient-centred communication in educational contexts. It evaluated their reliability, validity, and applicability for feedback and assessment in medical training. The study provides educators with a structured overview to select or adapt tools for teaching and evaluation of communication skills.
Shared decision-making (SDM) and oncology consultations
van Veenendaal H, van der Weijden T, Ubbink DT, Stiggelbout AM, van Mierlo LA, Hilders CG. (2018)
Accelerating implementation of SDM in the Netherlands: exploratory investigation
Proposes national-level strategies to scale SDM, including clinician motivation, patient empowerment, and supportive socio-political contexts.
Kuijpers MMT, van Veenendaal H, Engelen V, Visserman E, Noteboom EA, Stiggelbout AM, et al. (2021)
Shared decision making in cancer treatment: Dutch national survey on patients’ preferences and perceptions
Patients strongly preferred SDM elements, revealing gaps between preferences and perceived practice—useful targets for training and feedback.
van Veenendaal H, Rietjens JAC, van der Velden LA, Henselmans I, Aarts MJC, de Haes HCJM, et al. (2022)
Effectiveness of Individual Feedback and Coaching on Shared Decision-making Consultations in Oncology Care: Protocol for a Randomized Clinical Trial
A theory-based, multilevel program with training, practical tools, feedback, and workflow redesign supported SDM uptake across teams; time and resources were common barriers. Useful for structuring faculty-wide SDM improvement initiatives.
van Veenendaal, H., Voogdt-Pruis, H. R., Ubbink, D. T., van Weele, E., Koco, L., Schuurman, M., et al. (2022)
Evaluation of a multilevel implementation program for timeout and shared decision making in breast cancer care: a mixed methods study among 11 hospital teams
Trial protocol using deliberate practice and individual feedback on real oncology consultations to improve SDM behaviours.