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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.
4 CATEGORIES
Video-Recording in Real Consultations
and Clinical Encounters
National review of NHS policies and patient perspectives on routine surgical video recording
Yiu A, Lam K, Simister C, Silver A, Hicks C, Vass M, Kinross J (2025)
A review of all 144 NHS trusts and boards in England and Wales found that 70% have no policies governing surgical video recording, use, or storage and those that do address consent inconsistently and rarely cover data minimisation or storage duration. Patients strongly support video for education (94.5%), research (94.9%), and quality assurance (92.5%). The paper calls for governance frameworks that match modern recording practice.
Exploring typologies of consultation performance using authentic clinical experiences
Timmerman A, Oerlemans M, van der Vleuten C, Pawlikowska T, Ram P, Muris J. (2022)
From 80 real videotaped GP-trainee consultations, 20 supervisors mapped performance onto four recognisable typologies (from the "novice empathic doctor" to the "knowledgeable but unsympathetic" one) turning authentic recordings into a concrete developmental road map for feedback.
Understanding healthcare providers’ experiences with video recording of patient consultations
Pedersen CG, Høstrup H, Bro F, Bjerrum L, Høst D, Felding SA, et al. (2022)
Across 8 cardiac-rehab services and 335 self-recorded consultations, clinicians shifted from fearing exposure to valuing video as "a new learning dimension" showing that provider-led recording, not just researcher-led, drives professional growth.
Video-based feedback using real consultations for formative assessment
Dohms MC, Collares CF, Tibério IC. (2020)
In a controlled study of 54 primary-care residents, video feedback from their own real consultations significantly raised self-perceived empathy and opened deeper self-assessment and reflection.
Training residents in patient-centred communication and empathy
Noordman J, Post B, van Dartel AAM, Slits JMA, Olde Hartman TC, van Dulmen S, et al. (2019)
A 3-day program built on video review of residents' own consultations raised patient-rated empathy significantly (137 patients) and improved observed computer use — with video feedback the most-valued element.
Video training with peer feedback in real-time consultation
Eeckhout T, Gerits M, Bouquillon D, Schoenmakers B. (2016)
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.
Video feedback and debriefing in simulation,
OSCEs and skills training
Effectiveness of video-assisted debriefing versus oral debriefing in simulation-based interdisciplinary health professions education
Rueda-Medina B,
Reina-Cabello JC,
BuendÃa-Castro M. (2024)
Directly supports video-assisted debriefing improving reflection and learner experience, matching Videolab’s simulation and debriefing use cases.
Applying a video recording, video-based rating method in OSCEs
Yu Fu, Wenjuan Zhang, Saiyi Zhang, Dong Hua, Di Xu & Hua Huang (2023)
Supports the legitimacy and reliability rationale for recorded OSCE scoring, re-review, and quality assurance, which underpins Videolab’s assessment and appeals positioning.
Effectiveness and quality of peer video feedback in health professions education: A systematic review
Zhang, H., Liao, A. W. X., Goh, S. H. L., Yoong, S. Q., Lim, A. X. M., & Wang, W. (2021)
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.
Effectiveness of Video-Assisted Debriefing in Simulation-Based Health Professions Education
Zhang H, Mörelius E, Goh SHL, Wang W. (2019)
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.
Feedback in formative OSCEs: comparison between direct observation and video-based formats
Junod Perron N, Louis-Simonet M, Cerutti B, Pfarrwaller E, Sommer J, Nendaz M. (2016)
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.
Video for patient information and education
Feasibility of a Remote Patient Video Education Intervention to Improve Care Coordination for Rural Cancer Patients
Okado I, Braun-Inglis C, Matsumoto K, Elhajj C, Cassel K, Berenberg J, Holcombe R (2024)
In a Hawaii pilot with rural, newly-diagnosed cancer patients, a tablet-based TED-talk-style video program improved the care-coordination communication domain (Cohen's d = −0.76) with uniformly high satisfaction.
Assessing patient-centred communication in teaching: a systematic review of instruments
Brouwers M, Rasenberg E, van Weel C, Laan R, van Weel-Baumgarten E. (2017)
A systematic review identifying 14 instruments for measuring patient-centred communication and warning that most still lack thorough validation
Shared decision-making (SDM)
and oncology consultations
Shared decision-making interventions in neuro-oncology practice: a systematic review
Hughes J, Cozzi F, Phillips V & Price S (2025)
Hughes et al. review shared decision-making interventions in neuro-oncology, showing audiovisual tools improve patient understanding, values clarification, and satisfaction during complex treatment discussions.
Evaluation of a multilevel implementation program for timeout and shared decision making in breast cancer care
van Veenendaal, H., Voogdt-Pruis, H. R., Ubbink, D. T., van Weele, E., Koco, L., Schuurman, M., et al. (2022)
Across 11 hospital teams, a multilevel program drove SDM adoption (96% of clinicians endorsed it) via a 4-step model — time and resources the main barriers.
Effectiveness of Individual Feedback and Coaching on Shared Decision-making Consultations in Oncology Care
van Veenendaal H, Rietjens JAC, van der Velden LA, Henselmans I, Aarts MJC, de Haes HCJM, et al. (2022)
A theory-based, multilevel program with training, practical tools, feedback, and workflow redesign supported SDM uptake across teams; time and resources were common barriers.
Shared decision making in cancer treatment: Dutch national survey on patients’ preferences and perceptions
Kuijpers MMT, van Veenendaal H, Engelen V, Visserman E, Noteboom EA, Stiggelbout AM, et al. (2021)
Dutch national survey of 3,254 cancer patients: 84.5% rated the option to decline further treatment as very important, but only 28% felt it was actually discussed.
Accelerating implementation of SDM in the Netherlands: exploratory investigation
van Veenendaal H, van der Weijden T, Ubbink DT, Stiggelbout AM, van Mierlo LA, Hilders CG. (2018)
Proposes national-level strategies to scale SDM, including clinician motivation, patient empowerment, and supportive socio-political contexts.