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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)
Demonstrates the importance of clear governance, consent, and access controls for routine clinical video recording, and shows how these factors directly influence patient trust and institutional adoption.
Exploring typologies of consultation performance using authentic clinical experiences
Timmerman A, Oerlemans M, van der Vleuten C, Pawlikowska T, Ram P, Muris J. (2022)
Authentic consultation recordings enabled educators to identify distinct consultation performance types, providing targeted feedback to accelerate trainee growth.
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)
Explores how clinicians perceive video recording of consultations, focusing on barriers (privacy, patient comfort) and facilitators (training, consent procedures) in real clinical settings.
Video-based feedback using real consultations for formative assessment
Dohms MC, Collares CF, Tibério IC. (2020)
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.
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 structured video-based program significantly improved residents’ empathy and patient-centred communication across multiple measurement methods.
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)
A pilot study showing that video education improves perceptions of communication and self-advocacy among rural oncology patients.
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)
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.
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)
Trial protocol using deliberate practice and individual feedback on real oncology consultations to improve SDM behaviours.
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)
Patients strongly preferred SDM elements, revealing gaps between preferences and perceived practice—useful targets for training and feedback.
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.