An analysis of research trends in articles on video usage in medical education

Taşlıbeyaz, Elif; Aydemir, Melike; Karaman, Selçuk

doi:10.1007/s10639-015-9461-x

Cited by 31 publications

(21 citation statements)

References 12 publications

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“…Existing research from a range of academic disciplines demonstrates several general advantages to using video including supporting active approaches to learning and deep learning (Mitra et al 2010). There are also more discipline-specific advantages such as use to learn practical or clinical skills (Taslibeyaz et al 2017). It is likely that to gain these positive effects a student will need to employ strategic viewing (De Boer et al 2016).…”

Section: Introductionmentioning

confidence: 99%

A case study: Views on the practice of opting in and out of lecture capture

2019

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Lecture capture use has increased in recent years. Research shows that staff and students view capture differently, but their views on the practice of opting-in and out has not been investigated previously, even though this element of practice can be specified in institutional policy and governance. Focus groups revealed that staff were unclear on issues around consent and both groups i) felt staff should determine whether to capture their lectures, although students felt opting-out should require approval from senior staff and ii) recognised the need to communicate in advance about capture provision. Survey data showed the two groups differed in policy preference, with student's preferring Opt-out and staff wanting Opt-in, and in terms of whether approval should be needed to opt-out. However, there were similarities with both groups believing impact on lecture content was the most acceptable reason to opt-out and, if approval was needed, that this should be at the department level. While significant differences exist in how staff and students perceive opting in and out of capture, there is common ground which should inform the wider debate around the use of lecture capture. Furthermore, the current research identifies key issues on which staff and students should be consulted when introducing lecture capture such as consent and reasoning for use or non-use. Consultation on these topics may result in a policy more appealing to both groups.

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Section: Introductionmentioning

confidence: 99%

A case study: Views on the practice of opting in and out of lecture capture

2019

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“…Concept analysis was used to explore what we know about feedback on skills videos. While the use of videos to support learning can offer a cost-effective and innovative alternative to conventional methods (Taslibeyaz, Aydemir & Karaman, 2017) the diversity of feedback is a key. Students and faculty need ongoing technical and ethical support.…”

Section: Resultsmentioning

confidence: 99%

Feedback on video skill: A concept analysis

Epstein

Bertram

Lightstone

et al. 2020

INYI

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Increasing rates of mental health concerns are seen among youth in post-secondary institutions, particularly those enrolled in clinical-based health programs such as nursing. Nursing students are required to demonstrate skill competence for successful completion of nursing programs. Recent studies show that when students and faculty are engaged in video and audio recording of their own skills or co-creating video skills, many positive outcomes emerge, including a positive influence on their mental health. However, these videos skills are often overlooked by faculty. We explore the concept of "feedback on video skills" and its pedagogical and ethical implications for health and allied health practitioners within the context of flexible learning environments. Walker and Avant's (2011) concept analysis methodology was used. We identified the quantitative attributes and characteristics of "feedback on video skills" and presented sample cases to illustrate the concept further and guide the design and application of an online feedback video toolbox resource. Feedback is an important dimension of video skill teaching and learning. While faculty (expert) feedback on clinical skills is paramount in nursing education, other forms of feedback can be as valuable. This concept analysis method highlighted quantitative elements of feedback but left gaps in our understanding of the social relations and ethical considerations involved in using videorecorded feedback as a pedagogical tool. We suggest to further consider the use of video-recorded feedback through the lens of socio-technical affordances.

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“…When videos are properly integrated into instruction, they do not function merely to provide diversionthey promote learning through active engagement of students' mental processes (Denning, 2000).Using video or film in classroom instruction has the advantage of presenting abstract ideas in a realistic context, which helps students grasp the abstract ideas more easily and to retain the material longer. Taslibeyaz et al, (2017) outlined that, in the context of medical education from 2000 to 2014, predominantly case studies showed that watching videos was beneficial for gaining clinical skills, changing attitudes, encouraging cognitive learning and retaining knowledge. Similarly, in a peerreviewed qualitative and quantitative papers spanning from 2003-2013 sourced from 7 major databases and 21 academic journals, Yousef et al (2014) found some evidence that use of video-based learning saw improvements in teaching methods and learning outcomes.…”

Section: Concept Of Instructional Videosmentioning

confidence: 99%

Adoption of Instructional Videos for Teaching and Learning Safety Precautions in Vocational Schools for Achieving Sustainable Educational Development Goals in Nigeria

2019

International Journal of Humanities, Social Sciences and Educat

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An analysis of research trends in articles on video usage in medical education

Cited by 31 publications

References 12 publications

A case study: Views on the practice of opting in and out of lecture capture

A case study: Views on the practice of opting in and out of lecture capture

Feedback on video skill: A concept analysis

Adoption of Instructional Videos for Teaching and Learning Safety Precautions in Vocational Schools for Achieving Sustainable Educational Development Goals in Nigeria

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