Using YouTube to Bridge the Gap Between Baby Boomers and Millennials

Wright, Dawn Garrett; Abell, Cathy H.

doi:10.3928/01484834-20110419-03

Cited by 20 publications

(11 citation statements)

References 3 publications

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“…YouTube video clips can be embedded into a Microsoft PowerPoint presentation for quick access and ease of viewing during the presentation (Tables 4 and 5), which saves time by allowing the presenter to quickly click "play" on the slide with the embedded video clip as opposed to clicking on the uniform resource locator (ie, URL or web site address), accessing YouTube's web site, and then playing the video clip. 13 The educator can provide a link for nurses to view at their convenience. YouTube is free to use and many videos on varying subjects are available.…”

Section: How To Use Youtube In Perioperative Educationmentioning

confidence: 99%

“…Use of YouTube for presenting content and providing resource material from government and academic sites is rapidly gaining support from a variety of health disciplines. 13 The educator can provide a link for nurses to view at their convenience.…”

Section: How To Use Youtube In Perioperative Educationmentioning

confidence: 99%

“…Further research is recommended regarding the use of YouTube as a teaching strategy because little research has been done in regard to student learning outcomes. 13…”

Section: Limitationsmentioning

confidence: 99%

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Using YouTube in Perioperative Nursing Education

Logan¹

2012

AORN Journal

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Educators today need innovative teaching strategies to meet the learning needs of the multigenerational population of perioperative nurses. Emerging technologies, such as YouTube, the world's largest video-sharing web site, can be used as a component of an active learning strategy that can appeal to a broad group of nurses along the novice-to-expert proficiency continuum. Using video clips can be a useful method to engage learners and promote critical thinking, decision making, and creativity. YouTube videos can be used to teach skills or as a platform for discussion. Learners also can create and upload their own videos to educate others. Increased engagement and active learning can lead the perioperative nurse to a deeper understanding of the educational material.

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Section: How To Use Youtube In Perioperative Educationmentioning

confidence: 99%

Section: How To Use Youtube In Perioperative Educationmentioning

confidence: 99%

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Using YouTube in Perioperative Nursing Education

Logan¹

2012

AORN Journal

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“…YouTube is a popular source of information among the students of the Net generation. Besides the fact that YouTube videos provide students with instant information at no cost, using these videos is reported to boost student's engagement, enhance their perception of learning efficacy, promote critical thinking, and deepen their understanding and visualization of the material [19][20][21]. A large and continuously increasing number of anatomy-related video clips are available on YouTube.…”

Section: Introductionmentioning

confidence: 99%

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Mustafa

Taha

Al‐Shboul

et al. 2020

BioMed Research International

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Purpose. The study is aimed at exploring the popularity, impact, and usefulness of using YouTube in learning anatomy as perceived by Jordanian medical students studying at Jordan University of Science and Technology. Methods. The present work is a cross-sectional questionnaire-based study. First-, second-, and third-year medical students were invited to complete an anonymous questionnaire. Students’ responses were numerically coded, and the results were analyzed to reveal any statistically significant differences related to gender or level of study. Results. The results showed that 96.4% of the students used YouTube in general, 91.2% used it as a source of information, and 83.9% used YouTube as a learning tool in medical school. Further, YouTube was used by 79.1% of the students as an anatomy-learning tool. Most of these students used this platform in learning gross anatomy. The study also revealed that dissection videos were the most viewed anatomy-related content. Regarding the perceived value of YouTube as an anatomy-learning tool, the majority of the students reported that YouTube offered them useful anatomical information and enhanced their understanding, memorization, and recall of anatomical information. In addition, most of them recommended using YouTube as an anatomy-learning tool. Statistical analysis of the results revealed the presence of gender-related significant differences in students’ perspectives. Such differences were also found among students of different levels of study. Conclusion. Medical students have positive attitudes toward using YouTube in augmenting their anatomy learning. For this, educators are encouraged to adopt YouTube as an educational tool in their anatomy instruction and to create new anatomy-related YouTube videos to enhance their students’ learning.

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“…Using YouTube can prompt students to present differing viewpoints, express thoughts and feelings in a healthy way, and practice critical thinking. The use of YouTube videos also has the potential to increase skill building for a variety of learners, including this generation of students, who expect to encounter technology in the classroom (Cooper, Walker, Marks, & McNair, 2011). Additionally, videos provide alternative perspectives and explanations that support a variety of learning needs (Terantino, 2011).…”

Section: Youtube As a Learning Toolmentioning

confidence: 99%

Medical Students’ Challenges and Strategies in Producing Web TV Programs on YouTube

Mohamad¹,

Ismail²,

Wahab³

et al. 2016

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Cooperative learning occurs when students work together in small groups on an assigned project to achieve learning objectives. A classroom assignment given in an English for Specific Purposes course namely, Workplace Communication III, exposed medical students to this method. This assignment required students to produce a Web TV program and upload it to YouTube. In completing their assignment by employing cooperative learning method, the students applied several processes and faced challenges that eventually helped them to improve their communication skills in the English language. This study aimed to identify the challenges faced and the strategies the students employed to overcome those challenges. Seventeen first year medical undergraduates who enrolled in the Workplace Communication III course were involved in this study. Semi-structured focus group interviews and reflective notes were used to collect the data for this study. The challenges faced by students are time constraint, communication and technical difficulties, and a lack of creativity and confidence. The main strategies applied included brainstorming ideas, independent learning, and practices to overcome these challenges. This study could serve as a guideline for the course designers to improve the current course.

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Using YouTube to Bridge the Gap Between Baby Boomers and Millennials

Cited by 20 publications

References 3 publications

Using YouTube in Perioperative Nursing Education

Using YouTube in Perioperative Nursing Education

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Medical Students’ Challenges and Strategies in Producing Web TV Programs on YouTube

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