# Undergraduate Medical Teachers’ Perceptions Toward Video-Based Feedback in Teaching Communication Skills: A Qualitative Study Protocol

## TL;DR

This study explores how medical teachers perceive using video feedback to improve communication skills teaching for undergraduates.

## Contribution

The study introduces a qualitative protocol to investigate perceptions of video-based feedback among undergraduate medical teachers.

## Key findings

- Themes will include perceived benefits like improved self-reflection.
- Challenges such as time constraints and technological barriers will be identified.
- Findings will guide the design of video-based feedback tools in medical education.

## Abstract

Background and objective

While effective communication is a core competency in medical education, undergraduate instructors often lack structured methods to deliver feedback on this skill. This study protocol aims to explore undergraduate medical teachers’ perceptions regarding using video-based feedback to enhance communication skills teaching.

Methods

We plan to conduct semi-structured interviews with 9-17 undergraduate teachers from a private medical university, lasting 30-45 minutes each, which will be audio-recorded, transcribed verbatim, and anonymized. Thematic analysis will be conducted by following Braun and Clarke’s six-phase method, with coding performed independently by two researchers and discrepancies resolved through discussion.

Results

We anticipate identifying themes related to perceived benefits (e.g., improved self-reflection), potential challenges (e.g., time constraints, technological barriers), and actionable suggestions for implementation.

Conclusions

We believe the findings will inform the design and integration of video-based feedback tools to strengthen communication skills teaching in undergraduate medical curricula.