Video-based Training Program Research Articles

Efficacy of the CARES® Dementia 5-Step Method for Hospitals™ Online Training and Certification Program for hospital staff

The main objective of the current study was to ascertain the efficacy of a newly developed online, video-based dementia training and certification program for hospital staff, the CARES® Dementia 5-Step Method for Hospitals™ Online Training and Certification Program. A parallel randomized waitlist control design was utilized. Participants (N = 272) completed online pre-evaluation measures. Forty-five days after completion of CARES® (treatment) or pre-evaluation measures (control), participants completed a post-evaluation online assessment. Analyses of variance found that participants in the treatment condition indicated greater and statistically significant (p < .001) increases in sense of competence, approaches to dementia, and patient care. The results implied that the CARES® Dementia 5-Step Method for Hospitals™ program could serve as a dynamic resource for hospitals nationwide to update training and share experiences, perspectives, and resources. The inherent scalability of the program regarding its acceptability, feasibility, and potential to incorporate seamlessly into routine workflows and staff training suggests high implementation potential.

The Effectiveness of an Interactive Video-Based Program in Developing the Skills of Comparing and Ordering Numbers Among Individuals with Hearing Disabilities

The aim of the current research is to enhance the skills of comparing and ordering numbers through the utilization of interactive videos among students with hearing disabilities, including those who are hearing impaired or deaf. Employing a quasi-experimental design, the study adopts a one-group pretest-posttest approach, involving (12) students who received instruction through interactive videos. Initially, pretest measures were administered, followed by the experimental intervention, and subsequently, posttest evaluations of comparing and ordering number skills were conducted. The study employed specific tools, including a test assessing comparing and ordering numbers skills, as well as an interactive video program. The findings of the study underscore the efficacy of the interactive video-based training program in fostering the development of comparing and ordering number skills among the sampled individuals. Moreover, the research revealed no statistically significant disparities, at a significance level of 0.05, in the posttest scores among students, attributed to variations in the severity of their disabilities. Furthermore, no statistically significant differences were observed, at the same significance level, between the posttest scores and those obtained during the follow-up assessment, indicating the sustained effectiveness of the program over time. In conclusion, the study culminates in a series of recommendations and proposed avenues for further research in this domain.

The effectiveness of video-based exercise training program for people with intellectual disability: a multicenter study.

To examine the effectiveness of a specially designed video-based exercise program in promoting physical and balance performance in people with intellectual disability. This study was a multicenter controlled trial. Participants with intellectual disability were divided into exercise group and control group by cluster sampling. The participants in the exercise group received 1 h exercise training sessions twice a week for 8 weeks, and the controls continued their usual care without exercise training. The exercises were specially designed to match the physical ability level of the participants classified as high and low, and a third group called "special" was designed for those wheelchair-bound persons with limited mobility. Elements of light-tempo music and animation were introduced in the videos to motivate the participants. Recording the exercises in video format makes it easier for the class instructors and participants to perform the exercises together, and ensure consistency across different exercise groups conducted in different centers. Each participant underwent the pre- and post-intervention assessment including 30-s chair stand repetitions, five-time chair stand duration, 4-m comfortable walk time, standing static balance level, 6-min walk test, and short physical performance battery score. These variables were compared within each group at pre- and post-intervention stages, and they were also compared between the two groups. A total of 180 participants were enrolled in 16 subcenters, including 160 participants in the exercise group and 20 participants in the control group. After 8 weeks of exercise training, there were significant improvements in their physical performance including 30-s chair stand repetitions and five-time chair stand duration, 4-m comfortable walk time and also 6-min walk test, within the exercise group (all P < 0.05). Approximately 39% of the participants in the exercise group also showed significant improvement in standing static balance level. No significant differences were found when compared with the control group participants who did not have any regular exercise participation. A specially designed video-based exercise program has demonstrated some positive effects on physical and balance performance after 8 weeks of training among adults with intellectual disability.

Efficacy of a Self-Directed Video-Based Caregiver-Implemented Language Programme

Introduction: Caregiver-implemented language programmes are effective for alleviating early language difficulties. This study examined the efficacy of a self-directed video-based caregiver-implement language programme in Chinese families. Method: This study consisted of two stages. In stage 1, 31 caregiver-child dyads (typically developing children) completed the training programme (group 1) in the form of six video-based training modules. In stage 2, 28 caregiver-child dyads (children with language difficulties) receiving active speech therapy were randomly assigned to the training (group 2) and control arms (group 3). Group 2 received the same training as group 1 in addition to their regular therapy while group 3 was kept as status quo. Caregivers completed a quiz on their knowledge of language facilitation techniques (LFTs) and submitted caregiver-child interaction videos at the start and end of the training. Outcome measures included programme completion rate, quiz scores, and use of LFTs and children’s communication skills in the videos. A pre-post design and a between-group design were adopted in the stage 1 and 2 studies, respectively. Results: A completion rate of about 60% in both stages was noted. Significantly higher post-training knowledge scores were found in groups 1 and 2. General but nonsignificant growth in use of parallel talk and gesture, and significant gains in children’s vocalization in the training arm were observed. Conclusion: The self-directed video-based training programme would be useful in imparting information to caregivers. However, the modest improvements in the use of LFTs suggested direct coaching appeared to still play a significant role in enhancing the actual implementation of LFTs. Further investigation on a larger scale is required to evaluate the effectiveness of the training programme for promoting the wider use of this mode as a preventive measure.

Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology

Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development.

What does an Automated Vehicle class as a hazard? Using online video-based training to improve drivers’ trust and mental models for activating an Automated Vehicle

One of the arguments in favour for the introduction of Automated Vehicles (AVs) is that they will improve road safety by reducing the frequency and severity of on-road collisions. However, if drivers have a poor mental model for the capabilities and limitations of the automation, they may over-trust and activate the automation in inappropriate road conditions leading to a collision. To address this, an online video-based training programme was developed to improve drivers’ mental models for when an AV can be activated, and this was compared to the current AV driver training method (i.e. owner’s manual) in a matched pairs experiment. Drivers were matched on their locus of control, age and gender before reading an owner’s manual (control group) or reading an owner’s manual and undergoing the new online training programme (experimental group). Their trust in automation and mental models were measured before and after training. This experiment found that the online training programme in combination with an owner’s manual led to a greater improvement in drivers’ mental models for when the automation can be activated compared to the owner’s manual in isolation. Additionally, as both training programmes exposed drivers to the limitations of the automation, both training programmes reduced drivers’ trust in automation. The online training programme can be completed anywhere, at any time and on any device, which makes it highly convenient. Therefore, there could be greater acceptance amongst current licenced drivers who may not be receptive to more training.

Effectiveness of a video-based educational training program to enhance primary care providers confidence and self-efficacy in the management of cancer survivors.

e24194 Background: As of January 2019, there were over 1.1 million cancer survivors residing in Texas. It is well documented that primary care providers (PCPs) currently care for a large number of cancer survivors but may not receive adequate training to offer comprehensive survivorship care. Through training and education, this project aims to increase the confidence and self-efficacy of PCPs providing care to survivors and to improve overall health outcomes based on comprehensive domains of care. Methods: Focus groups and surveys were conducted with PCPs in a community-based family practice to identify potential knowledge gaps and confidence related to survivorship care. We developed and distributed a video-based training curriculum consisting of four domains of survivorship care and the management of four common cancers. We used the Survey of Physician Attitudes Regarding the Care of Cancer Survivors (SPARCCS) to conduct pre- and post-training evaluation. Results: Seventeen (100%) providers completed the pre- and post-training SPARCCS. The survey results showed that 94% of the PCPs have previously provided care for patients diagnosed with cancers. However, prior to training only 6-18% felt very confident in their knowledge of cancer-related follow-up care for breast, colorectal, lung, and prostate cancer survivors and 24-41% felt not at all confident. All participants completed 8 video-based education modules (approximately 6 hours of education). Post-training results indicated 18-29% of providers felt very confident in the domains in questions and only 12% lacked confidence related to the management of long-term and late physical adverse effects (Table 1). Conclusions: Video-based educational training can improve the confidence and self-efficacy of PCPs in the care and management of cancer survivors. Continued evaluations are planned to assess the sustainability of this demonstrated improvement over time. [Table: see text]

Refreshing Older Adults’ Driving Skills (ROADSkills): A randomized controlled trial examining the effect of video feedback

ObjectivesThis study evaluated the effectiveness of a personalized video-based driver training program on the behind-the-wheel skills of community-dwelling older adults. MethodIn this randomized controlled trial (RCT), 80 older drivers [mean age (SD) = 71.0 (3.9)] were randomly assigned to view one of two educational videos: 1) personalized video feedback on their driving (n = 40) or 2) a generic video on aging-in-place (n = 40). The primary outcome, the total number of errors accrued in a 30-minute standardized on-road evaluation, was analyzed at baseline and 4 weeks after watching the assigned video. On-road evaluations were video-recorded and scored by a blinded rater. Self-report measures of driving abilities, behaviors, and comfort were also compared. ResultsAt the 4-week follow-up, the mean difference in the number of on-road performance errors [mean (95% CI) = -12.0 (-16.6, −7.4), p < 0.001] favored the intervention group compared to controls, with significant improvements across multiple domains: vehicle control [mean (95% CI) = -4.8 (-8.1, −1.5), p < 0.01], observing the roadway [mean (95% CI) = -5.5 (-8.4, −2.6), p < 0.001], and compliance with traffic rules [mean (95% CI) = -1.3 (-2.3, −0.2), p < 0.05]. Within-group change on behind-the-wheel errors was significant for the intervention group [mean (95% CI) = -10.3 (-13.5, −7.1), p < 0.001], but not for the control group [mean (95% CI) = 1.7 (-1.6, 4.9), p > 0.05]. No significant differences were found on the self-report measures. DiscussionA novel, video-based approach that provided personalized feedback to older drivers significantly reduced behind-the-wheel errors 4-weeks post-intervention. Changes in self-reported driving behaviors and abilities were not significant. Future research will examine the long-term effects of this approach on older adults’ actual and perceived driving abilities.

The Effect of Training on Knowledge, Perception, and Practice of Healthcare Personnel on the Use of Respiratory Protective Equipment during COVID-19 Pandemic at a Private Hospital in the Northern part of Thailand.

OBJECTIVES: To determine the effect of the respiratory protective training program of healthcare personnel (HCP) during the Coronavirus Disease 2019 (COVID-19) pandemic at a private hospital in the northern part of Thailand. MATERIALS AND METHODS: This cross-sectional study was conducted with 89 healthcare personnel (HCP) of Bangkok Hospital Phitsanulok, who required wearing a tight-fitting respirator during their duties and attended respiratory protective equipment (RPE) video-based training program regarding the general principles of respirator usage and guidelines on safely re-using RPE. A questionnaire-based assessment of participants’ 3-month retention of knowledge and perception was conducted in April 2021. A qualitative fit test (QLFT) was used in terms of practice on RPE. The proportion of correct responses in the 3-month knowledge and perception score were compared with a pre-training test and an immediate post-training test using paired t-test. The same analysis was conducted with QLFT using McNemar’s test. RESULT: Various types of RPE were used in each test depending on the supply. The most commonly used RPE was N95 (58.4%), the majority of N95 was 3MVLFEX 9105. Compared with the pretraining test, the proportion of correct responses in the immediate post-training test increased by 11% (p &lt; 0.001; 95% CI 1.07-2.23). Similarly, in 3-month post-training, the percentage of correct response also increased from pre-training by 10.4% (p &lt; 0.001; 95% CI 0.08-2.28). HCP had an excellent level of perception on using RPE during COVID-19. No significant change in perception was found between pretraining and both immediate and 3-months after training (p = 0.536 and p = 0.384 respectively) The pass rate significantly raised to 96.6% for an immediate post-training test (p &lt; 0.001) and to 98.8% after 3-month (p &lt; 0.001). CONCLUSION: Training has played an important role to help HCP improve their knowledge and practice regarding the usage of RPE, but has no significant effect on perception. The assessment of knowledge, perception and practice retention of RPE usage after 3-month showed the positive impacts of video-based training groups on participants’ knowledge and practice. Further evaluations are needed on the interventions that enhance HPC perceptions and attitudes on safety behavior. Pre- and in-service training programs for frontline HPC during a Coronavirus 19 disease pandemic need to be considered by Thai Ministry of Public Health.

Development of platform for education and learning in minimally invasive pancreatic surgery

In an era when minimally invasive pancreatic surgery is rapidly increasing, there is a desperate need for an educational program for the safe establishment and standardization of minimally invasive pancreaticoduodenectomy. This study aimed to develop a program that will enable easy access to educational materials and software development that can perform surgical simulation as an educational platform for minimally invasive pancreaticoduodenectomy. Two main training programsare development of surgical simulator and video-based training program. Surgical simulator is an in vitro mastery-based training kit which can practice two main reconstruction procedures of hepaticojejunostomy and pancreaticojejunostomy. Another is a video-based training program building webhard, which was categorized as 1. Korean minimally invasive pancreatic surgery (K-MIPS) education program, 2. Technical notes, and 3. K-MIPS online mentoring program. The K-MIPS education program consisted with expert's videos and public videos, allowing novice surgeons to learn the techniques of experienced surgeons. Technical notes provide lecture materials for members to upgrade their theoretical knowledge. K-MIPS online mentoring program is a highlight of this education program. This program contains three stages. Stage 1 is a video library, which provides important surgical pitfalls in procedure segmentation for stepwise approach. Here, novice surgeons can learn the each procedure in step-by-step following the experts' surgery. Stage 2 and 3 are online mentoring system. Novice surgeons can upload their in-vitro and in-vivo experience. Then, members of the board of education of K-MIPS plan to provide evaluation and hearfelt mentoring. With this online educational platform, we hope to establish feasible, practical, and effective surgical educational system for safe implementation of minimally invasive pancreatectomy in our society.

Standardized training in the rating of the six-item Positive And Negative Syndrome Scale (PANSS-6)

The six-item Positive And Negative Syndrome Scale (PANSS-6) allows for a brief assessment of the severity of core symptoms of schizophrenia. However, implementing the PANSS-6 in clinical practice requires that staff members' ratings are accurate and reliable. We aimed to investigate whether such accuracy and reliability can be obtained via a brief video-based training program. One-hundred-and-four staff members from a psychiatric hospital in Denmark participated in the training. Participants performed a baseline PANSS-6 rating based on a video of a patient being interviewed using the Simplified positive And Negative Symptoms interview (SNAPSI). Subsequently, a theoretical introduction video was displayed followed by five successive videotaped SNAPSI patient interviews. After each SNAPSI video, individual ratings were conducted before a video providing the gold standard rating was displayed. The accuracy of ratings was estimated by calculating the proportion of participants not deviating from the gold standard rating with >2 points on individual items or >6 points on the PANSS-6 total score. Reliability was tested after each step in the training by means of Gwet's Agreement Coefficient (Gwet). By the end of the training, 72% of the participants rated within the acceptable deviations of the gold standard, ranging from 60% (nurses) to 91% (medical doctors & psychologists). The reliability improved (Gwet baseline vs. endpoint) for all PANSS-6 items, except for Blunted affect. In conclusion, the majority of the staff members conducted accurate PANSS-6 ratings after a brief standardized training program, supporting the implementation of PANSS-6 in clinical settings to facilitate measurement-based care.

Identifying and Making Recommendations for Pediatric Anxiety Disorders in Primary Care Settings: A Video-Based Training.

IntroductionPediatric anxiety disorders have high rates of prevalence and confer risk for later disorders if they go undetected. In primary care, they are underdiagnosed, partly because pediatricians often lack relevant training. We developed a brief, video-based training program for pediatric residents aimed at improving early identification of anxiety disorders in primary care.MethodsVideo content was consistent with the American Academy of Pediatrics Behavioral Health Competencies, as applied to the evaluation of anxiety disorders and guidance for discussing treatment options. This training can be delivered in two formats: videos (43 minutes) can be shown in a live, group-based format, or accessed via an online, asynchronous training. We tested this training program using both formats and developed surveys to evaluate knowledge about child anxiety, perceived evaluation skills, and satisfaction with the training. We also developed a video-based vignette to measure sensitivity to detecting disorders (how much the condition is interfering, diagnostic severity, and referral urgency).ResultsPediatric residents from two residency programs completed the training and pre- and posttraining assessments to evaluate program efficacy. Residents’ knowledge and perceived evaluation skills increased posttraining, with large effect sizes. Residents also demonstrated increased sensitivity to detecting anxiety disorders on the vignette-based assessment and reported high levels of satisfaction.DiscussionOur results suggested that residents participating in this training improved their evaluation skills and that residents found the training beneficial. Video-based trainings can significantly supplement existing education. This cost-effective and minimally burdensome training program can be used to enhance resident education in a much-needed area.

Video-Based Training in Recognizing Exemplars of Autism Spectrum Disorder Diagnostic Criteria.

Autism Spectrum Disorder (ASD) is an increasingly common neurodevelopmental disorder with long-term and pervasive effects. Despite the benefits of early diagnosis, research suggests that training in recognizing the behavioral markers of ASD and the fundamentals of ASD diagnosis are not routinely provided to prospective child clinicians. As a means to train students in recognizing exemplars of behavior consistent with ASD diagnostic criteria, we created a video library of brief clips of children and adults with and without ASD who varied on multiple dimensions (e.g., sex, ethnicity, language skills, developmental level). Using clips from the library, we developed a brief training program to instruct students on diagnostic criteria for ASD and how to recognize examples of these behaviors in children. A randomized experimental trial compared the impact of the video-based training program delivered via the Internet to conventional graduate-level textbook training. Although both textbook and video-based training groups improved in their identification of ASD behaviors, the video-based training group significantly outperformed the textbook-based training group at posttest. The creation of a video library that can be incorporated into remote access training is a promising means of allowing students to view a range of presentations of a disorder even when direct access to a diverse set of clients may be difficult.

An evaluation of a simulation and video-based training program to address adverse childhood experiences.

Adverse Childhood Experiences (ACEs) are multiple sources of maltreatment and household dysfunction with tremendous impact on health. A trauma-informed (TI) approach is preferred when working with patients with ACEs. The Professional ACEs-Informed Training for Health© (PATH©) educational program and simulation experience using standardized patients (SP) was developed to help healthcare professionals address ACEs with adults. PATH© is a 3-4 hour curriculum comprised of lecture and discussion, video-based demonstration, simulation experience, and debriefing. It was first developed for primary care (PC) residents in family medicine and internal medicine, and subsequently modified for occupational therapy (OT) and physical therapy (PT) students. This study evaluates a preliminary dataset focusing on PATH© skills of PC residents and OT and PT students during simulation. Recordings of 53 learner-SP encounters from 15 OT and PT students and 38 PC residents were coded using standardized behavioral codes. A subset of ten recordings of PC residents who participated in simulations in the first and fourth year of the training program allowed for evaluation of training outcomes over time. Results showed that medical residents and OT and PT students demonstrated skills during SP encounters congruent with TI training on addressing ACEs with adults, particularly in explaining ACEs, demonstrating empathy, collaborative treatment planning, and stigma reduction. PC residents showed both positive and negative changes in PATH©-specific skills from year 1 to 4 of the training program. This study supports the PATH© model and simulation-based training in preparing clinicians to address ACEs with adults and provides insight into further curriculum improvement.

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers' professional vision of critical incidents in the classroom

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers' professional vision of critical incidents in the classroom

Training Residents in the Early Identification of Anxiety Disorders: Feasibility and Preliminary Efficacy of a Novel Training Program.

Pediatric anxiety disorders are highly prevalent, but tend to go undetected as pediatricians often lack relevant training. We developed a brief, video-based training program for pediatric residents aimed at improving early identification of child anxiety disorders. The novel training was completed in a group-based format or via an online, asynchronous training program. Pediatric residents from 2 residency programs (n = 63) participated and completed pre- and posttraining surveys evaluating attitudes about previous training, knowledge about child anxiety, perceived evaluation skills, and responses to clinical vignettes. Most residents (81%) reported they did not receive enough prior training in the presentation of anxiety disorders in young children. Residents' knowledge and perceived evaluation skills increased posttraining. On the vignette-based assessment, residents demonstrated increased sensitivity with regard to interference, diagnosis, and referral urgency. Despite some challenges with participation, results provide preliminary evidence that brief training programs could be an effective way to improve resident education.

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

Classroom disruptions are challenging. Problem-based learning (PBL) may help preservice teachers prepare for these situations through self-directed knowledge acquisition or direct instruction. In a first study, we applied a two-group design where students acquired knowledge through either self-directed learning (CG) or direct instruction (EG). Depending on the treatment, we examined differences in knowledge about classroom disruptions and in professional vision (noticing and knowledge-based reasoning). Knowledge was assessed with a multiple-choice test, and professional vision through video case analysis. EG showed higher scores in knowledge than CG and mentioned more knowledge-based reasons. In a second study, pre-post comparison showed increased knowledge and reasoning over time. Noticing did not differ between groups in Study 1 and remained stable in Study 2.

A simulation and video-based training program to address adverse childhood experiences

Adverse childhood experiences (ACEs) are 10 categories of childhood abuse and maltreatment, which have a dose-response relationship with common adult health concerns seen in primary care including health risk behaviors, chronic disease, and mental illness. Many of the ACEs-associated biopsychosocial risk factors are modifiable. However, physicians may not address these issues for fear of opening "Pandora's Box", that is, a source of extensive problems for which they are not sufficiently prepared with training, resources, or time. Residents need training in how to conduct trauma-focused conversations within the limited scope of an office visit. To address this need, a 4-hour simulation and video-based training program was developed for primary care residents about how to conduct brief interventions connecting their patients' current health concerns with their experiences of ACEs. Resident participants have evaluated this program as preparatory for real-life encounters and as being designed to allow for educational mastery. This article describes a workshop presenting this training program which was given at the 37th Annual Behavioral Science Forum in Family Medicine. Five skills targeted in the program were presented and a demonstration was made of the components, that is, didactics, provider and patient videos, simulated patient encounters, trainee feedback, and facilitated discussion that encompasses targeted skills, clinical implementation, and self-care. Companion tools were shared, including the syllabus, evaluation rubric, and provider and patient resources. Participants practiced trainee feedback and discussed the challenges in implementation.

Video-based training to improve perceptual-cognitive decision-making performance of Australian football umpires

ABSTRACTDecision-making is a central component of the in-game performance of Australian football umpires; however, current umpire training focuses largely on physiological development with decision-making skills development conducted via explicit lecture-style meetings with limited practice devoted to making actual decisions. Therefore, this study investigated the efficacy of a video-based training programme, aimed to provide a greater amount of contextualised visual experiences without explicit instruction, to improve decision-making skills of umpires. Australian football umpires (n = 52) were recruited from metropolitan and regional Division 1 competitions. Participants were randomly assigned to an intervention or control group and classified according to previous umpire game experience (i.e., experienced; less experienced). The intervention group completed a 12-week video-based decision-making training programme, with decision-making performance assessed at pre-training, and 1-week retention and 3-week retention periods. The control group did not complete any video-based training. Results indicated a significant Group (intervention; Control) × Test interaction (F(1, 100) = 3.98; P = 0.02, partial ῆ2 = 0.074), with follow-up pairwise comparisons indicating significant within-group differences over time for the intervention group. In addition, decision-making performance of the less experienced umpires in the intervention group significantly improved (F(2, 40) = 5.03, P = 0.01, partial ῆ2 = 0.201). Thus, video-based training programmes may be a viable adjunct to current training programmes to hasten decision-making development, especially for less experienced umpires.

Applicability of video-based training program on inter- and intra-observer variation in common anthropometric parameters measurement in adults

Background: Measurement of simple anthropometric parameters (e.g., weight, height) helps in estimation of degree of obesity in clinical and outdoor settings. However, inter- and intra-observer variation in measurement may contribute to bias in measured parameters. These should be minimized to get reliable data for patient management and researches. Aim: The aim of the study was to find out inter- and intra-observer variation in measurement of common anthropometric parameters by fitness trainer and to check the applicability of a video-based training program on change in variation. Materials and Methods: Two observers measured weight, height, waist circumference (WC), and hip circumference (HC) in 32 adult males on two occasions in forenoon. After a video based training, observers measured same parameters in same sample on two occasions. Inter- and intra-observer variations were expressed in terms of technical error of measurement (TEM), %TEM, and reliability by coefficient of reliability (R). Results: Interobserver variation was higher than intraobserver variation in all measurements expressed in %TEM. Before the training, measurement of waist-to-hip ratio (WHR) showed highest %TEM (2.437) followed by HC (1.716 %TEM). Weight measurement showed lowest %TEM (0.075). After the training, all measurements showed a decrease in %TEM. Waist-to-hip ratio showed highest error (1.598%TEM) followed by HC (1.396%TEM). All measurements showed reliability coefficient >0.98 both before and after the training. Conclusion: In measurement of weight, height, WC, and HC, interobserver variation is higher than intraobserver variation. Variation in circumference measurement is more than length measurement. Simple video-based training program helps in lowering both inter- and intra-observer variation.