The use of video‐clips as a teaching aide

Smith, William A.; Rafeek, Reisha; Marchan, Shivaughn; Paryag, Amit

doi:10.1111/j.1600-0579.2011.00724.x

Cited by 65 publications

(64 citation statements)

References 19 publications

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“…Online videos have become a routine and important tool in a student’s preparation for clinical skills. Attending clinical skills sessions, reading textbooks along with watching online videos, and practicing skills learned on patients have become important learning strategies in most clinical schools [44,45]. Based on cognitive psychological research, the use of videos will help expose students to the techniques of clinical examination, approaches for examining patients, and how to manage the sequence of technical steps in such examinations [45-50].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Educational Value of YouTube Videos About Physical Examination of the Cardiovascular and Respiratory Systems

Azer¹,

AlGrain²,

AlKhelaif³

et al. 2013

J Med Internet Res

110

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BackgroundA number of studies have evaluated the educational contents of videos on YouTube. However, little analysis has been done on videos about physical examination.ObjectiveThis study aimed to analyze YouTube videos about physical examination of the cardiovascular and respiratory systems. It was hypothesized that the educational standards of videos on YouTube would vary significantly.MethodsDuring the period from November 2, 2011 to December 2, 2011, YouTube was searched by three assessors for videos covering the clinical examination of the cardiovascular and respiratory systems. For each video, the following information was collected: title, authors, duration, number of viewers, and total number of days on YouTube. Using criteria comprising content, technical authority, and pedagogy parameters, videos were rated independently by three assessors and grouped into educationally useful and non-useful videos.ResultsA total of 1920 videos were screened. Only relevant videos covering the examination of adults in the English language were identified (n=56). Of these, 20 were found to be relevant to cardiovascular examinations and 36 to respiratory examinations. Further analysis revealed that 9 provided useful information on cardiovascular examinations and 7 on respiratory examinations: scoring mean 14.9 (SD 0.33) and mean 15.0 (SD 0.00), respectively. The other videos, 11 covering cardiovascular and 29 on respiratory examinations, were not useful educationally, scoring mean 11.1 (SD 1.08) and mean 11.2 (SD 1.29), respectively. The differences between these two categories were significant (P<.001 for both body systems). The concordance between the assessors on applying the criteria was 0.89, with a kappa score >.86.ConclusionsA small number of videos about physical examination of the cardiovascular and respiratory systems were identified as educationally useful; these videos can be used by medical students for independent learning and by clinical teachers as learning resources. The scoring system utilized by this study is simple, easy to apply, and could be used by other researchers on similar topics.

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Section: Discussionmentioning

confidence: 99%

Evaluation of the Educational Value of YouTube Videos About Physical Examination of the Cardiovascular and Respiratory Systems

Azer¹,

AlGrain²,

AlKhelaif³

et al. 2013

J Med Internet Res

110

View full text Add to dashboard Cite

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“…With the omnipresent nature of online videos, students are increasingly using videos independently to support learning . However, there are a range of potential problems with this.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of student use of videos to support learning in a simulation laboratory course: A perception and analytics approach

Botelho

2019

J of Invest & Clin Dent

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Aim This paper evaluates the use of online video learning materials used for a simulation laboratory course for 2 consecutive cohorts of students using an evaluation and analytics approach. Methods 100 online video clips were created to support students’ learning before, during and after the scheduled simulation laboratory teaching sessions in a fixed prosthodontics course. Videoed online presentations included screen‐captured PowerPoint presentations, simulation laboratory psychomotor and clinical skills demonstrations, individual student case consultations and whole‐class worksheet debriefings. Data files and access data were analyzed for 2 consecutive cohorts of 4th year students. An evaluation questionnaire was administered on the 2015 cohort. Results Feedback on learning resources were strongly positive. 100% of students reported that the videos helped in their learning, preparation for simulation laboratory classes, to refresh their memory prior to clinical care, prepare for the clinical competency test and prepare for examinations. In total, 4689 videos were accessed, 35% by class 2015 and 65% by 2016. 73% of these were watched during the simulation laboratory course, 13% were watched 2‐3 weeks before examinations and 14% during the remainder of the year. Conclusion Videos were reported to support student learning and were valued for a range of learning needs. However, significant differences between student consumption and strategies need to be designed to engage low consumers.

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“…Traditional face‐to‐face demonstrations are highly demanding and require many instructors. Students often complained about their inability to see the procedure clearly at the same time . Another way to perform live demonstrations is using a desk‐mounted video camera to film a procedure and show it to students simultaneously on a screen.…”

Section: Introductionmentioning

confidence: 99%