Table 2

Recording and reviewing neonatal resuscitation as a tool for various learning activities

Citation
Research‘And I think it’s like an unique opportunity for research, because it’s so unusual. Like all the things that men might want to study in the NICU, like, we don’t usually have video, like primary source. We could actually look and know like what was done and what the vital signs were at that moment. Like that’s I think a pretty unusual opportunity, so to have that and to be able to use that for research is, is a pretty powerful tool’. (PHCP14)
Audit‘And, well, eventually we thought we should actually implement it as an audit, in order to improve ourselves by reviewing the video’. (LHCP1)
Review conference‘[Y]ou know we have our video review conferences that are also barely new, and those are very helpful. I think we always learn a lot from those, because we all, I think, have similar behaviours and fall into similar patterns or have similar challenges in resuscitations. So they’re often widely implementable’. (PHCP23)
Feedback

 One on one
‘I think you get different perspectives, so, if I just watch the video by myself I may not pick up exactly what I could have done differently. But when you watch it with people who are more senior, more expert, they can give you tips about, you know, this went OK, but you could have thought about this, or you could have done this differently’. (PHCP13)
 Team‘But I do think that it’s just an invaluable tool to sit down watch yourself in a resuscitation. Watch how the team communicated, how technical skills where done, how people adapted the things. And I think that if you could sit down with the team right after and watch it, well, it’s really uncomfortable, I think it would be a really good tool for kind of self-improvement, team improvement’. (PHCP15)
 Disciplinary‘[A]s paediatricians we are sometimes working solo […] we do work as a team, but when working with your patient, when you are on service, or whenever, your colleagues almost never see what you are actually doing. So, you do not get a lot of feedback on that. This is especially true when being the supervisor. A resident will not easily tell you: he, you should have done this or that. So reviewing a video is an ideal way of actually look at that objectively’. (LHCP21)
 Interdisciplinary‘Like, I didn’t know that, when you, when you, push morphine, you can get rigidity in your chest wall. I never knew that. Also, sometimes your pattern of resuscitation and compresses, can be a little off. Sometimes it takes a clinician to say: you’re going to fast, or you’re going to slow’. (PHCP18)
Training‘[B]ecause we have so many people we’re teaching there, but every one of us can also learn. So we’re, we’re constantly learning and looking at the sequences around. And so I think there’s room for every single person to look at that and, even if you do it perfectly, you still wanna teach the people that you’re with what you’re doing and why you’re doing and what the sequence is’. (PHCP10)
Orientation‘Before she even got to see or go to a delivery, I did pull up one of our deliveries and showed her a typical IR delivery. Which is nice for an educational purpose in that sense too. They can see kind of what to do before they even do it’. (PHCP17)
Debrief‘We also encourage people to use the tool as an immediate debrief. So the baby is stable, OK guys, let’s just watch it really quickly. What went well, what didn’t go well. Very real time feedback and debrief’. (PHCP3)
Clinical care‘But, whenever things did not go well from the first start, or when the patient needed more support, sometimes you can see that later on these children also do worse, or you may feel that they weren’t breathing well from the very beginning. It may then help to get a better picture of what actually happened during the resuscitation’. (LHCP10)