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

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.