A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills

Abstract

BackgroundDemonstrating competence in clinical skills is key to course completion for medical students. Methods of providing clinical instruction that foster immediate learning and potentially serve as longer-term repositories for on-demand revision, such as online videos demonstrating competent performance of clinical skills, are increasingly being used. However, their impact on learning has been little studied. The aim of this study was to determine the value of adjunctive on-demand video-based training for clinical skills acquisition by medical students in endocrinology.MethodsFollowing an endocrinology clinical tutorial program, 2nd year medical students in the pre-assessment revision period were recruited and randomized to either a set of bespoke on-line clinical skills training videos (TV), or to revision as usual (RAU). The skills demonstrated on video were history taking in diabetes mellitus (DMH), examination for diabetes lower limb complications (LLE), and examination for signs of thyroid disease (TE). Students were assessed on these clinical skills in an observed structured clinical examination two weeks after randomization. Assessors were blinded to student randomization status.ResultsFor both diabetes related clinical skills assessment tasks, students in the TV group performed significantly better than those in the RAU group. There were no between group differences in thyroid examination performance. For the LLE, 91.7% (n = 11/12) of students randomized to the video were rated globally as competent at the skill compared with 40% (n = 4/10) of students not randomized to the video (p = 0.024). For the DMH, 83.3% (n = 10/12) of students randomized to the video were rated globally as competent at the skill compared with 20% (n = 2/10) of students not randomized to the video (p = 0.007).ConclusionExposure to high quality videos demonstrating clinical skills can significantly improve medical student skill performance in an observed structured clinical examination of these skills, when used as an adjunct to clinical skills face-to-face tutorials and deliberate practice of skills in a blended learning format. Video demonstrations can provide an enduring, on-demand, portable resource for revision, which can even be used at the bedside by learners. Such resources are cost-effectively scalable for large numbers of learners.

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

“…Most available sources deal with e-learning in addition to traditional class-based learning. Results in these studies vary though, with both better and poorer results from e-learning-augmented teaching, compared to classroom teaching alone, having been described 4–6,9,10. This lack of evidence-based knowledge raises the question of whether or not a clinical skill can be mediated by e-learning alone.…”

The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

“…Video footage from practical classes can also ensure students can interact with learning at their desired time, location and pace (Kelly et al, 2009). The potential to view correct procedures around role modelling, demonstrations, skill execution and peer interactions in PE can follow the learning delivery of other professions such as medicine (Hibbert et al, 2013). Additionally, the anxiety of undertaking performances and demonstrations on the spot can be reduced by introducing practical techniques and skills in the comfort of students' own settings (Cardoso et al, 2012).…”

“…Additionally, the anxiety of undertaking performances and demonstrations on the spot can be reduced by introducing practical techniques and skills in the comfort of students' own settings (Cardoso et al, 2012). Capturing video of practical experiences and delivering this via mobile technology has the potential to provide useful learning experiences through the facilitation of a diverse range of learning content that is easily accessible and encompasses online convenience (Cardoso et al, 2012;Hibbert et al, 2013;Kelly et al, 2009;Lynch et al, 2012;Roshier et al, 2011).…”

A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

“…Simulating classroom experiences can ensure students are introduced to skills and techniques in the comfort of their own environments which can reduce anxiety of performing and demonstrating skills on the spot (Cardoso et al, 2012). Video footage of practical classes can provide a learning tool for students that provide deep information, a variety of content, can be easily accessed via online platforms and when accessed via mobile technology can be a convenient, engaging resource (Cardoso et al, 2012;Hibbert et al, 2013;Kelly et al, 2009;Lynch et al, 2012;Roshier et al, 2011).…”

“…Recorded video content of practical classes can allow students to access learning experiences in the comfort of their chosen environments, at a chosen time and at a chosen pace to increase student control of their learning experiences (Kelly et al, 2009). Similar to other professions such as medicine (Hibbert et al, 2013), viewing correct skill executions, peer interactions, demonstrations and role modelling of correct procedures provides an important form of learning. Simulating classroom experiences can ensure students are introduced to skills and techniques in the comfort of their own environments which can reduce anxiety of performing and demonstrating skills on the spot (Cardoso et al, 2012).…”