Lights, camera, surgery: a novel pilot project to engage medical students in the development of pediatric surgical learning resources

Kwan, K.K.H.; Wu, Chiu H.; Duffy, Damian; Masterson, John S.T.; Blair, Geoffrey K.

doi:10.1016/j.jpedsurg.2011.02.029

Cited by 7 publications

(11 citation statements)

References 3 publications

(3 reference statements)

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“…Although all projects addressed some form of disciplinary or generic knowledge or skills, this was not invariably their main purpose. Five studies used video production primarily to engage students in learning, using the novelty of video production to motivate students [ 10 , 38 ], or stimulating student initiative and enhancing creativity [ 39 ]. The motivational orientation was also evident in 2 articles that identified educational theories: one used the concept of social presence to engage online learners [ 11 ] and the other referred to active learning strategies to engage students in performing tasks [ 40 ].…”

Section: Resultsmentioning

confidence: 99%

“…Nine studies reported providing learning resources in the form of exemplar videos or readings [ 22 , 29 , 39–44 , 52 ]. Ten studies reported student self-exploration of the topic with minimum staff input [ 10 , 12 , 32 , 36–38 , 45 , 48 , 53 , 54 ].…”

Section: Resultsmentioning

confidence: 99%

“…This is evident in the growing body of literature on video production in HPE. Some studies indicated that video production projects achieved intended learning outcomes [ 10 ]; some reported that the projects were not superior to other pedagogical approaches [ 11 ]; and other studies identified significant challenges in the implementation process [ 12 ]. Therefore, a synthesis of current evidence would help elucidate how video production projects have been used in HPE and whether they influence student learning.…”

Section: Introductionmentioning

confidence: 99%

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Student video production within health professions education: A scoping review

Liu

Geertshuis

Gladman

et al. 2022

Medical Education Online

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Background Recent technological developments have influenced a shift in the use of videos in Health Professions Education (HPE). Rather than casting students in the role of observers of videos, educators have been asking students to produce videos as a learning activity. The assumption is that video production is often an active and collaborative exercise, therefore could engage students and enhance learning. However, applications of this emerging pedagogical approach vary, and there has not been a knowledge synthesis to guide future research and practice. Methods With a view to mapping existing knowledge, identifying avenues for further research, and informing practice, we conducted a scoping review to establish current understanding of video production in HPE. We undertook a literature search of seven databases and identified thirty-six studies. Results The findings showed considerable variation in purposes and implementation approaches, consequences and challenges associated with video production. In particular, the assumption that creating a video automatically promotes student engagement was not well supported, especially when the intended learning was not made apparent to students. Conclusion Overall, the review suggests that despite the increasing adoption of video production in HPE, the purposes are often unclear; pedagogical considerations underlying project design are limited, which risks undermining the intended learning. To optimise educational benefits, future video production projects should be explicit in their intention and approach, draw upon pedagogical theories, anticipate and address implementation issues, and be robust in their formative and summative assessment processes. Future research should more explicitly show the relationship between the intended learning and the underlying pedagogy and thoroughly evaluate the effectiveness and feasibility of video production projects.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student video production within health professions education: A scoping review

Liu

Geertshuis

Gladman

et al. 2022

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…Ultimately, as previously demonstrated by several authors [3,13,21,22,23] the use of recorded images coupled with expert feedback leads to better educational outcomes for students. It is therefore already known that this is a valid technique to educate advanced surgeons [24–26] . Our results show that in order for this to become socially acceptable several factors need to be addressed.…”

Section: Discussionmentioning

confidence: 99%

A cross-sectional pilot study to investigate patient attitudes and perception regarding the use of real time digital recording of urological procedures for research and teaching purposes

Sharp

Mazzon

Thilagarajah

2015

Annals of Medicine &Amp; Surgery

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Little conclusive evidence exists regarding the best way to educate and evaluate skill acquisition of advanced surgical trainees, despite it being recognised as one of the most important aspects of training. Many laparoscopic trainers have been produced with complex engineering at great cost, but, there seems to be a reluctance to use the most precious entity available to us; the patient. We thus propose the use of real time digital recording of urological procedures for research and teaching purposes. This study was prompted by the lack of literature regarding such issues.A 19 question questionnaire was circulated at a single urology out-patient department (Essex, England) over a 6 month period to evaluate attitudes and perceptions of urological patients on potentially having their procedure digitally recorded for educational and research purposes. 11 patients declined, 187 questionnaires were included in the final analysis.Male patients are more willing to consent than female patients. Older patients resulted to have a higher propensity in being recorded for medical teaching. Greater than 50% believe being recorded is intrusive but the majority do not think privacy is an issue. Lastly, the vast majority require a formal debrief post operatively.Our results show that a percentage of the public are potentially willing to be digitally recorded but many financial and social barriers exist. We have also highlighted areas of possible future research, namely the reluctance behind young urology patients to consent and questions regarding how best to educate possible study participants to ensure proper informed consent is gained.

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“…Video-based project tasks have been implemented in a variety of higher education contexts where students are required to engage with novel concepts, challenge current thinking and/or influence change. Examples are found in foreign language teaching [ 8 ], political sciences [ 9 ], geography [ 10 ], science [ 11 – 13 ], medicine [ 14 ], dentistry [ 15 ], nursing [ 16 ], health promotion [ 17 , 18 ], teacher education [ 19 ] and communication and ethics teaching [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

Content validation of an interprofessional learning video peer assessment tool

et al. 2017

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BackgroundLarge scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL.MethodsTwo established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity.ResultsThe assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education.ConclusionsWe have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.

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Lights, camera, surgery: a novel pilot project to engage medical students in the development of pediatric surgical learning resources

Cited by 7 publications

References 3 publications

Student video production within health professions education: A scoping review

Student video production within health professions education: A scoping review

A cross-sectional pilot study to investigate patient attitudes and perception regarding the use of real time digital recording of urological procedures for research and teaching purposes

Content validation of an interprofessional learning video peer assessment tool

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