A Supplemental Video Teaching Tool Enhances Splinting Skills

Mehrpour, Saeed Reza; Aghamirsalim, Mohamadreza; Motamedi, Seyed Mohammad Kalantar; Larijani, Fatemeh Ardeshir; Sorbi, Reza

doi:10.1007/s11999-012-2638-3

Cited by 45 publications

(36 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As outcome measures, one study looked at students' selfassessment of clinical abilities, 14 seven studies investigated learners' preparation for clinical procedures, 12,15,16,17,18,19 and two studies focused on students' performance in clinical skills. 20,21 These prospective randomized trials and pilot studies demonstrate that e-learning enhances knowledge acquisition and student satisfaction for preparation and performance in orthopedic skills. Mehrpour et al studied the efficacy of a supplemental video in medical student splinting training.…”

Section: Resultsmentioning

confidence: 99%

“…Mehrpour et al studied the efficacy of a supplemental video in medical student splinting training. 21 473 medical students were divided into two groups, one received a lecture and the other received a training video to supplement the lecture. An Objective Structured Clinical Examination (OSCE) assessed the competency, knowledge, and skills of the students in thirteen areas of splinting six months after the training.…”

Section: Resultsmentioning

confidence: 99%

“…Mehrpour et al and Ceponis et al used instructional videos as their e-learning modalities. 17,21 Heiland et al's e-learning platform included videos of the residents' own surgeries. 20 Back et al created NESTOR, a program that allows learners to choose between examination videos, diseases podcasts, interactive radiological cases, and virtual patients to learn orthopedic topics from student-selected lectures.…”

Section: Discussionmentioning

confidence: 99%

“…Mehrpour et al suggested that allowing students to navigate through videos to resolve uncertainties in orthopedics allowed students to spend their time more efficiently by focusing on portions of the module that addressed their questions. 21 Obdeijn demonstrated that students in a passive learning environment think that time moves more slowly than students who are actively engaged in e-learning. 19 The flexible learning system likely contributes to the high satisfaction ratings in both voluntary and mandatory e-learning implementation settings reported by Obdeijn, Wü nschel, Ceponis, Back, and Hearty.…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

E-learning in orthopedic surgery training: A systematic review

Tarpada

Morris

Burton

2016

Journal of Orthopaedics

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

E-learning in orthopedic surgery training: A systematic review

Tarpada

Morris

Burton

2016

Journal of Orthopaedics

View full text Add to dashboard Cite

“…In addition, a similar study was conducted by Mehrpour et al [26] who examined the effect of using a supplemental video teaching tool on enhancing splinting skills between two groups of medical students from three universities hospitals at Tehran and Iran. The study's results revealed that the participants in the educational video group performed substantially better than the students in the traditional teaching group.…”

Section: Discussionmentioning

confidence: 97%

Primary teachers' first aid management of children’s school day accidents: Video-assisted teaching method versus lecture method

Younis

El-Abassy

2015

JNEP

View full text Add to dashboard Cite

Background: First aid is the initial care for ill and injured. It helps to urgently manage the health problems of school age children. Therefore, teaching first aids should be compulsory in all schools through advanced methods of teaching strategies. Aim: the current study was conducted to determine the effect of video assisted teaching method versus traditional lecture on primary teachers' knowledge and skills regarding first aids management of children's school day accidents. Methods: A Comparative research design was used for this study. Sample: simple random sample of 200 primary school teachers was included. Settings: the study was carried out at four primary schools in Shebin-Elkom town and ELShohadaa town, Menoufia Governorate. Tools: two tools were used for data collection. Tool one: teachers' knowledge questionnaire: it consisted of two parts. (a) A structured: socio-demographic questionnaire to obtain demographic data of the studied subjects; (b) Structured knowledge questionnaire regarding first aids measures. Tool two: five points Likert-scale structured performance check list was used to assess degree of improvement in primary school teachers' management skills regarding first aids for children' school day accidents after utilization of Video-assisted teaching method versus Lecture Method. Results: The study showed a statistical significant improvement in total knowledge score of primary school teachers undergoing video-assisted teaching method regarding first aids of children' school day accidents (28.68 ± 3.77) compared to teachers undergoing traditional lecture (12.77 ± 5.00). Also, there was statistical significant improvement in management skills of primary school teachers undergoing video-assisted teaching method (28.68 ± 3.77) compared to teachers undergoing traditional lecture. Conclusions: Utilization of video-assisted teaching method was succeeded in achieving significant improvements in the primary school teachers' knowledge and skills regarding first aid of children's school day accidents compared to traditional lecture method. Recommendations: importantly utilizing video-assisted teaching strategy in teaching first aid to promote children's health and improve knowledge and management skills of their caregivers.

show abstract

Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes

Fleagle

Borcherding

Harris

et al. 2017

Anatomical Sciences Ed

View full text Add to dashboard Cite

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011-2013; n = 242) and three years after (2014-2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. Anat Sci Educ 11: 385-396. © 2017 American Association of Anatomists.

show abstract

A Supplemental Video Teaching Tool Enhances Splinting Skills

Abstract: Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.

Cited by 45 publications

References 23 publications

E-learning in orthopedic surgery training: A systematic review

E-learning in orthopedic surgery training: A systematic review

Primary teachers' first aid management of children’s school day accidents: Video-assisted teaching method versus lecture method

Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes

Contact Info

Product

Resources

About