Making Effective Educational Videos for Clinical Teaching

Krumm, I.R.; Miles, Matthew; Clay, Alison S.; Carlos, W. Graham; Adamson, Rosemary

doi:10.1016/j.chest.2021.09.015

Cited by 31 publications

(26 citation statements)

References 27 publications

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“…Creating an operative video requires a significant amount of time to make and distribute, however, there is minimal capital expense involved. We created and distributed the content using commercially available software and web-based programs, similar to what other groups have done to make videos for clinical teaching ( 16 ). One advantage we had was an operating room designed with the capability to record both minimally invasive and open procedures securely stored on a centralized server.…”

Section: Discussionmentioning

confidence: 99%

Video-based curriculum improves resident participation during robot-assisted surgery

Kim¹,

Calvo²,

Chihara³

et al. 2022

J Thorac Dis

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Background: Surgical videos allow residents to prepare for the operating room. We sought to determine if a video-based curriculum improves resident participation during robot-assisted surgery. Methods:We created a video-based surgical curriculum by providing residents with narrated videos of similar cases before participating in the operating room. We obtained information about the average monthly viewings of cases and the total monthly time spent viewing cases. We surveyed the residents after a year of the program. In addition, we used software to track the amount of time the resident spent controlling the robot during the case. We assessed the amount of time the resident had control of the robot for their first robot-assisted hiatal hernia repair of the month with a dual console for 13 months before and after implementing the curriculum.Results: A total of 43 videos were made for the video-based curriculum. On average, 37 videos were viewed during the month, with residents spending 16 hours per month viewing the videos. Twenty residents (83%) completed the survey. 90% of the residents often or always watched the video before surgery. All residents felt videos were better than books to prepare for surgery (100%). Residents thought that the videos helped them prepare for surgery: understanding surgical anatomy (95%), the cognitive aspect of the surgery (95%), and the technical part of surgery (100%). Analysis of the resident console time of the first robotassisted hiatal hernia repair of the month showed a significant increase in the amount of time the resident participated in the case from 11% to 48% (P<0.001).Conclusions: Video-based curriculum was a valuable tool for residents to prepare for surgical cases.Video-based curriculum significantly increases resident participation during robot-assisted thoracic surgery.Adopting this strategy will improve the resident training experience. A video-based curriculum should be adopted in surgical education.

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Section: Discussionmentioning

confidence: 99%

Video-based curriculum improves resident participation during robot-assisted surgery

Kim¹,

Calvo²,

Chihara³

et al. 2022

J Thorac Dis

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“…Videos allow students to view content at their own pace and revisit materials on demand. Also well-designed videos can be repurposed ICon-MaSTEd 2023 Journal of Physics: Conference Series 2611 (2023) 012019 by tutors, eventually reducing time needed to make high-quality educational content [31]. It is important to adopt the cloud technologies to the needs of educational institutions [32].…”

Section: Iconmentioning

confidence: 99%

Technology of creating educational content for open digital resources in general technical disciplines

Dotsenko,

Gorbenko,

Haleeva

2023

J. Phys.: Conf. Ser.

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The article presents the technology of creating educational content for open digital resources in general technical disciplines that consist of the four stages: development, design, posting and final. There are proposed to create video, interactive and graphic educational content in the context of the proposed technology at the development stage. Video content is presented in the form of video lectures, video instructions for practical and laboratory tasks, video recording of the educational results. Interactive content is introduced by lectures and laboratory tasks with interactive elements, interactive posters or tests. Graphic content is provided by lectures with graphic models of the technical objects, practical tasks with the use of modelling and design programs, creation of 3D models for laboratory works and performing engineering and technical projects. The design stage includes the selection of services for the specific type of content and creation the tasks for open digital resources. Educational content is implemented in an open digital resource by obtaining a link, QR or implementation code at the posting stage. The final stage of the application of the proposed technology involves the performance of tasks by higher education applicants, obtaining points, acquisition of competencies. The Pearson criterion was used to statistically verify the application of technology of creating educational content for open digital resources in general technical disciplines. The higher education applicants in the experimental group received higher results than in the control group which may indicate the effectiveness of the outlined technology.

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“…We sought to create an online session that took between 15-20 min to complete, embraced multiple modalities of learning, and required learner engagement. The content was created with principles of adult learning [18], best practices for video creation, and multimedia learning theory [19][20][21][22][23]. Specifically, we intended for the module to be self-paced, allowing the viewer to expand the module when interested or move ahead when less interested using hot-spotting.…”

Section: Online Module Creationmentioning

confidence: 99%

“…In addition to these principles of adult learning, the group considered best practices for video creation and use of multimedia learning theory [19][20][21][22][23] for session creation. For example, we created short discrete sections, altered delivery of content between sections (speed drawing in one section versus audio recordings of students' experiences with bias in another section activated through hotspotting).…”

Section: Online Module Creationmentioning

confidence: 99%

Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias

et al. 2023

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Background The COVID-19 pandemic in parallel with concerns about bias in grading resulted in many medical schools adopting pass/fail clinical grading and relying solely on narrative assessments. However, narratives often contain bias and lack specificity. The purpose of this project was to develop asynchronous faculty development to rapidly educate/re-educate > 2000 clinical faculty spread across geographic sites and clinical disciplines on components of a well-written narrative and methods to minimize bias in the assessment of students. Methods We describe creation, implementation, and pilot data outcomes for an asynchronous faculty development curriculum created by a committee of volunteer learners and faculty. After reviewing the literature on the presence and impact of bias in clinical rotations and ways to mitigate bias in written narrative assessments, the committee developed a web-based curriculum using multimedia learning theory and principles of adult learning. Just-in-time supplemental materials accompanied the curriculum. The Dean added completion of the module by 90% of clinical faculty to the department chairperson’s annual education metric. Module completion was tracked in a learning management system, including time spent in the module and the answer to a single text entry question about intended changes in behavior. Thematic analysis of the text entry question with grounded theory and inductive processing was used to define themes of how faculty anticipate future teaching and assessment as a result of this curricula. Outcomes Between January 1, 2021, and December 1, 2021, 2166 individuals completed the online module; 1820 spent between 5 and 90 min on the module, with a median time of 17 min and an average time of 20.2 min. 15/16 clinical departments achieved completion by 90% or more faculty. Major themes included: changing the wording of future narratives, changing content in future narratives, and focusing on efforts to change how faculty teach and lead teams, including efforts to minimize bias. Conclusions We developed a faculty development curriculum on mitigating bias in written narratives with high rates of faculty participation. Inclusion of this module as part of the chair’s education performance metric likely impacted participation. Nevertheless, time spent in the module suggests that faculty engaged with the material. Other institutions could easily adapt this curriculum with provided materials.

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Making Effective Educational Videos for Clinical Teaching

Cited by 31 publications

References 27 publications

Video-based curriculum improves resident participation during robot-assisted surgery

Video-based curriculum improves resident participation during robot-assisted surgery

Technology of creating educational content for open digital resources in general technical disciplines

Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias

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