Exploration of best practices in the creation and dissemination of video vignettes in mental healthcare training: a qualitative analysis of multiple stakeholder perspectives across US psychosis services
- 1Stanford University School of Medicine, Stanford, California, USA
- 2University of Pittsburgh School of Social Work, Pittsburgh, Pennsylvania, USA
Abstract
Objectives Video vignettes are widely used in mental and physical healthcare training, yet limited guidelines exist on best practices for their creation and use, particularly with regard to the meaningful and respectful inclusion of lived experience. This study is the first to qualitatively examine this topic from multiple stakeholder perspectives, using psychosis care as the case example.Design 6 qualitative focus groups and 1 written response were analysed using inductive reflexive thematic analysis.Setting Across the USA.Participants 3 stakeholder groups were recruited: trainers who use video vignettes (n=9), trainees whose training has included the use of video vignettes (n=9) and people who self-identified as having lived experience of psychosis (n=10). Three individuals identified with and took part in more than one group.Results 4 overarching themes were identified: (1) video vignettes as both powerful and problematic tools, (2) balancing differences in expectations and purposes of video vignettes, (3) ethical tensions in how to represent lived experience and (4) tools to support more ethical and collaborative practices. While diverse perspectives emerged, clear priorities for improvement were identified. These included prioritising advance planning, defining the purpose of the video vignette and using iterative development, providing transparency and contextualisation about videos during training, nuanced management of privacy and consent and including lived experience perspectives throughout the process with appropriate support. A summary box of recommendations is provided in the text.Conclusions Video vignettes can have significant training value, but there is a need for ethical, collaborative and consistent practices around their creation and dissemination in order to minimise the perpetuation of stigma. The most consistent finding was that lived experience expertise can be harnessed at every stage throughout the process of both creating and using video vignettes in order to reduce stigma and enhance learning. Implications extend beyond training mental health providers to healthcare education more broadly.
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BibTeX
@article{brown2026exploration,
title = {{Exploration of best practices in the creation and dissemination of video vignettes in mental healthcare training: a qualitative analysis of multiple stakeholder perspectives across US psychosis services}},
author = {Poppy Brown and Shannon Pagdon and Melanie Lean and Kate Hardy},
journal = {BMJ Open},
year = {2026},
month = oct,
doi = {10.1136/bmjopen-2026-122557},
url = {https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2026-122557},
note = {CC BY-NC 4.0},
}
RIS
TY - JOUR
TI - Exploration of best practices in the creation and dissemination of video vignettes in mental healthcare training: a qualitative analysis of multiple stakeholder perspectives across US psychosis services
AU - Poppy Brown
AU - Shannon Pagdon
AU - Melanie Lean
AU - Kate Hardy
PY - 2026
DA - 2026/10/21
JO - BMJ Open
DO - 10.1136/bmjopen-2026-122557
UR - https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2026-122557
AB - Objectives Video vignettes are widely used in mental and physical healthcare training, yet limited guidelines exist on best practices for their creation and use, particularly with regard to the meaningful and respectful inclusion of lived experience. This study is the first to qualitatively examine this topic from multiple stakeholder perspectives, using psychosis care as the case example.Design 6 qualitative focus groups and 1 written response were analysed using inductive reflexive thematic analysis.Setting Across the USA.Participants 3 stakeholder groups were recruited: trainers who use video vignettes (n=9), trainees whose training has included the use of video vignettes (n=9) and people who self-identified as having lived experience of psychosis (n=10). Three individuals identified with and took part in more than one group.Results 4 overarching themes were identified: (1) video vignettes as both powerful and problematic tools, (2) balancing differences in expectations and purposes of video vignettes, (3) ethical tensions in how to represent lived experience and (4) tools to support more ethical and collaborative practices. While diverse perspectives emerged, clear priorities for improvement were identified. These included prioritising advance planning, defining the purpose of the video vignette and using iterative development, providing transparency and contextualisation about videos during training, nuanced management of privacy and consent and including lived experience perspectives throughout the process with appropriate support. A summary box of recommendations is provided in the text.Conclusions Video vignettes can have significant training value, but there is a need for ethical, collaborative and consistent practices around their creation and dissemination in order to minimise the perpetuation of stigma. The most consistent finding was that lived experience expertise can be harnessed at every stage throughout the process of both creating and using video vignettes in order to reduce stigma and enhance learning. Implications extend beyond training mental health providers to healthcare education more broadly.
SN - 2044-6055
SN - 2044-6055
ER -