Effective Educational Videos in Emergency Medicine

Abstract

Video is a popular format for teaching and learning online. Emergency medicine (EM) has been a leader in online learning and EM educators may wish to use video to teach. The creation of online video content is fraught with pitfalls that may make videos less effective. We review notable theory and evidence regarding effective use of video for education in EM with international considerations. E mergency medicine (EM) has been a pioneer in the creation and dissemination of online resources for learners. 1 Video, in various forms, is a common modality for online teaching. The nature of EM puts educators in a unique position to produce videos on a breadth of topics, which may impact patient care both inside and outside of the specialty. With globalization and the continued spread of the internet, EM educators can have a worldwide educational reach. 2 While online resources proliferate, debate continues about their value. [3][4][5][6][7] Guides exist for making educational videos more effective and easier to produce. 8-10 Reviews of educational theory as it applies to video production also exist. 11,12 We aim to offer evidence-and theory-based strategies for the EM educator who wishes to pursue effective video production.

Becoming metrics literate: An analysis of brief videos that teach about the h-index

“…While many of the videos integrated practices to facilitate balancing viewers’ cognitive load, some videos did not take advantage of particular practices that could be beneficial to viewers. For example, only a single video (Video 5) utilized an active learning/processing approach, which can have a positive impact on germane load [60]. In this particular video, the presenter embedded a brief quiz about halfway into the video.…”

“…To capture video characteristics, we collaboratively created a coding sheet based on our experience and training as educators as well as the literature on video education [51,56–59]. To determine the videos’ educational quality, we anchored our evaluation on the related work by Young and colleagues [60]. Young et al [60] considered the efficacy of educational videos for adult learners based on how the videos increased or decreased a viewer’s cognitive load thus influencing their learning.…”

“…To determine the videos’ educational quality, we anchored our evaluation on the related work by Young and colleagues [60]. Young et al [60] considered the efficacy of educational videos for adult learners based on how the videos increased or decreased a viewer’s cognitive load thus influencing their learning. Cognitive load is described as the amount of information that an individual can hold at one time in their working memory, which is a limited resource [61].…”

Video in situ simulation for medical student education during the COVID-19 pandemic

“…Compared to the benefits of traditional scripted education videos on learning and motivation, this offers the additional advantage of increased interactivity and exposure to unscripted errors and debriefs unique to simulation. 5,6 Limitations to implementation relate to technical requirements and the ability to facilitate the initial simulation. Interpretation of results is limited by their subjective nature, thus necessitating future evaluation of objective learning outcomes.…”

An ultrashort video can teach residents to perform a fingertip injury repair

“…9 According to a recent study on the development of effective educational videos in emergency medicine, videos should be made as short as possible, as they are used "just-in-time," i.e., at the point of care as the patient is being actively treated. 10 Thus, there is demand for readily available, high-quality educational videos that enable a practitioner to immediately perform a procedure correctly and with confidence.…”