To Play or Not To Play: Leveraging Video in Medical Education

Hurtubise, Larry; Martin, Bryan; Gilliland, Anne; Mahan, John D.

doi:10.4300/jgme-05-01-32

Cited by 83 publications

(77 citation statements)

References 6 publications

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“…The limited studies that evaluated the use of YouTube as an educational intervention do suggest that video was well received by learners. Video has been described as a more effective means to gain audience attention, present greater information in a given amount of space and time, simplify complex concepts and demonstrate concepts/subjects that are in motion and/or relate to one another [11]. Dual-coding theory, in particular, supports the use of video as an instructional resource to enhance learning.…”

Section: Discussionmentioning

confidence: 99%

“…There are different sources of prepared videos suitable for medical education [11]. More recently, social networking sites and applications have introduced new opportunities for learners and medical educators to share, edit, and comment on information through video-sharing sites, such as YouTube [12,13].…”

Section: Introductionmentioning

confidence: 99%

“…Information technology can meet today's medical students' learning needs by providing multiple curriculum delivery methods [25]. Video, in particular, has been used effectively in many facets of face-to-face medical education and at a distance [11]. Using video in medical education settings has been shown to enhance learning outcomes and increase learning retention [11].…”

Section: Introductionmentioning

confidence: 99%

“…Video, in particular, has been used effectively in many facets of face-to-face medical education and at a distance [11]. Using video in medical education settings has been shown to enhance learning outcomes and increase learning retention [11]. Video is proven to be useful in demonstrating patient findings and in teaching physical examination methods, procedural and communication skills [26][27][28].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

YouTube as an Educational Resource in Medical Education: A Scoping Review (Preprint)

Curran¹,

Simmons²,

Fleet³

et al. 2017

Preprint

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show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

YouTube as an Educational Resource in Medical Education: A Scoping Review (Preprint)

Curran¹,

Simmons²,

Fleet³

et al. 2017

Preprint

View full text Add to dashboard Cite

show abstract

“…[14][15][16] However, there is not much literature on the use of videos in second-language teaching. Students sampled in our study noted that using the videos to identify and highlight process skills is particularly beneficial in a second-language context.…”

Section: Discussionmentioning

confidence: 99%

Medical students’ views on the use of video technology in the teaching of isiZulu communication, language skills and cultural competence

Diab

Matthews

Gokool

2016

AJHPE

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Background. The role of communicator has been included as a key competency for health science students in South Africa. Owing to the population's diverse language and cultural backgrounds, communication between patients and healthcare professionals is challenging. In this study, the Attention, Generation, Emotion and Spacing (AGES) neurocognitive model of learning was used as a framework to create videos for language teaching for the vocational needs of students. Objectives. To explore students' views on the use of videos of simulated clinical scenarios for isiZulu communication and language teaching and the development of cultural awareness. Methods. Videos were developed using first-and second-language isiZulu speakers with scripts (verified by the university's Language Board) based on authentic clinical settings. Videos were shown to a target group of students, who were then interviewed in focus group discussions. Audio recordings from the discussions were transcribed and analysed thematically in three categories, i.e. communication, language skills, and cultural awareness, using deductive coding based on the objectives of the research. Results. Students affirmed numerous benefits of the videos and commented on their use and further development. Benefits described related well to the AGES model of learning and fulfilled the learning requirements of communication teaching, language acquisition and cultural awareness. Conclusion. The videos represent an innovative teaching method for the resource-constrained environment in which we work and are relevant to the 21st century learner. Further evaluation and development of the tool using different scenarios and African languages is recommended.

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Creating evidence‐based engaging online learning resources in neuroanatomy

Booker,

Woodward,

Taylor

et al. 2023

Anatomical Sciences Ed

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Online anatomical resources are rising in popularity since the COVID‐19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence‐informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text‐based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross‐sectional study comparing the learning gain of using text‐based and video resources was done. The knowledge gain and retention were compared between groups using a pre‐teaching and post‐teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r = 0.77, p < 0.001 (0.69–0.82). The cross‐sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n = 53, CI 56.0–67.7%) versus text resources 49.6% (n = 23, CI 39.1–60.1%) (p = 0.030). However, there was no difference in retained learning gain between video resources 39.1% (n = 29, CI 29.2–49.0%) versus text‐based 40.0% (n = 13, CI 23.9–56.1%) (p = 0.919). Students engage most with short videos less than 5 min which reduces the intrinsic load of learning. Online resources are as effective as text‐based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face‐to‐face teaching.

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To Play or Not To Play: Leveraging Video in Medical Education

Cited by 83 publications

References 6 publications

YouTube as an Educational Resource in Medical Education: A Scoping Review (Preprint)

YouTube as an Educational Resource in Medical Education: A Scoping Review (Preprint)

Medical students’ views on the use of video technology in the teaching of isiZulu communication, language skills and cultural competence

Creating evidence‐based engaging online learning resources in neuroanatomy

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