Hand‐held video for clinical skills teaching

Abstract

In health care education a balance needs to be struck between theoretical and practical teaching. Undergraduates typically split their time between clinical placement and university-based teaching blocks. A proportion of the time spent in preparation for clinical practice placements will be spent in the classroom or in simulation suites. The challenge to engage students in clinical skills education in this environment can be met by providing locally created video sequences showing the application of what is being taught in the clinical environment. This paper describes how Mini-DV format video cameras can be used to provide a practical way to gather this material. Also described is how the video is edited, stored and used.

Professional development of teachers: using multimodality and reflective peer review approaches to analyse digitally recorded teaching practices

“…She referred to the time of the session when one of her learners entered the 'classroom' as indicated in Figure 3. She reflected on this incident in the peer review: The replaying of the digitally recorded teaching session allows the recorded participant (A) additional space and time (as indicated by Jewitt 2009;Kress et al 2005;Lemke 2009) to reflect on the group dynamics (and multi-modes of pedagogic activities) which were not picked up in the real-life situation (Edwards, Jones, and Murphy 2007). This replay enabled the observed participant to discuss with her peers the group dynamics (in terms of gaze, posture, facial expressions and voice of the people in the session) and to provide additional insights into the discussion.…”

A Mobile Learning Overview by Timeline and Mind Map

“…Cavus & Ibrahim, 2008. ) Similarly, with the rise of personal digital audio devices, podcasting became very popular (Read, 2005), followed by vodcasting, as more devices became capable of playing video (Edwards, Jones, & Murphy, 2007.) Not all of this work was confined to one way broadcasting. Some mobile learning using small video capable devices enables the learners to develop and share their own content (Wilson, Andrews, & Dale, 2009.) Thus when we refer to communication, we are concerned not only with the technologies that support it, but the modes of communication that leverage this infrastructure, such as audience response systems and learning management systems.…”

“…Mobile learning systems targeted at the professional learner will have content oriented towards skills, such as medical (Edwards et al 2007;Havelka, 2011) or teaching skills (Seppälä & Alamäki, 2003). Not all content is specific to a curriculum subject or professional skill.…”

“…Another important learner type is that of the professional learner, whose mobile learning needs may often be focused on learning support in context, or specific professional training. Common categories of professionals targeted by mobile learning systems include teachers (Seppälä & Alamäki, 2003), medical workers (Edwards, Jones & Murphy, 2007;Havelka, 2011;Pimmer et al 2013) and those in the military (Metcalf & De Marco, 2006), or even a combination of military and medical (Han, Harkke, Collan & Tétard, 2006). Further categories of learner include prisoners (Murphy, Bedford & Farley, 2014) and the disabled (Rainger, 2005, Brown et al, 2011.…”