Self-Instruction Video Versus Face-to-Face Instruction of Pharmacy Students’ Skills in Blood Pressure Measurement

Abstract

A modern approach to clinical skill education is the use of educational videos, yet there is a shortage of literature investigating the effect of self-instruction videos (SIVs) in pharmacy students. Therefore, our objective was to investigate whether an SIV is non-inferior compared to face-to-face instruction (FTFI) in acquiring blood pressure measurement skills. The participants in this randomized controlled study were pharmacy students. The control group was taught by FTFI, while the intervention group watched an SIV. Before and after the instruction, the participants’ performance was assessed by an objective structured clinical examination (OSCE). The participants completed a self-assessment survey before each OSCE session. Moreover, the participants’ perception and satisfaction were assessed using another survey. The OSCE score and self-assessment score increased significantly from pre- to post-instruction in both groups. The SIV was non-inferior compared to FTFI in terms of the OSCE score, considering a predefined non-inferiority margin of −10%. The participants’ self-assessment yielded inconclusive results for non-inferiority. Both instructional approaches were well received. Considering our findings, SIVs might be a valuable option for teaching pharmacy students’ blood pressure measurement skills. However, depending on the skill intended to be taught, a combination of an instructional video with instructor-led teaching may be necessary.

The Development of an Educational Video on Blood Pressure Measurement for Pharmacy Students

“…However, it might be more favorable if interactive features, for example, “click-forward pauses”, 46 “clickable bookmarks” or “hyperlinked index” 12 were used to navigate between segments. Moreover, a portion of students who watched the video in the scope of the abovementioned study suggested adding a voiceover to the descriptive slides 25 which was also mentioned by some students of the present evaluation. Therefore, adding voiceover might enhance such videos further.…”

“…This complies with our study prior. 25 However, the acceptance and also efficacy of educational videos might depend on the setting (for example teaching topic, incorporation of video with other teaching activities) in which the video is applied. For example, Bazyk et al compared videotaped demonstration to live demonstration in teaching a developmental evaluation to occupational therapy students and revealed that in their case students preferred live over videotaped instruction although both groups evaluated their learning experience as good.…”

“… 51 Nevertheless, for acquiring oscillometric blood pressure measurement skills the self-instruction video was non-inferior to face-to-face instruction with room for improvement in students’ skills. 25 …”

“…The ability of increasing blood pressure measurement skills by using this educational self-instruction video had been systematically investigated in pharmacy students in a randomized controlled study in which the focus of the publication was on the study design and the outcome measurement such as the objective structured clinical examination methodology. 25 …”

“…23,24 The ability of increasing blood pressure measurement skills by using this educational self-instruction video had been systematically investigated in pharmacy students in a randomized controlled study in which the focus of the publication was on the study design and the outcome measurement such as the objective structured clinical examination methodology. 25 However, the development process of the educational video itself was only very briefly described. 25 To enable the reproduction of such an instructional video by instructors of health professions faculties, the present work aims to explain the pedagogical aspects we considered and the steps we took to create an instructional video designed to teach a clinical skill using the example of oscillometric blood pressure measurement in a community pharmacy for pharmacy students.…”