Towards the optimal use of video recordings to support the flipped classroom in medical school basic sciences education

Bordes, Stephen J; Walker, Donna; Modica, Louis Jonathan; Buckland, Joanne; Sobering, Andrew K.

doi:10.1080/10872981.2020.1841406

Cited by 45 publications

(29 citation statements)

References 28 publications

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“…However, there are different suggestions regarding the duration of an educational video. 12,[47][48][49] Based on our survey, only a few comments on shortening our 11-minute 33-second video were stated. Therefore, we deem the length of our video as adequate.…”

Section: Dovepressmentioning

confidence: 99%

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

Farahani

Burckhardt

et al. 2021

AMEP

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Introduction High blood pressure is an important worldwide health issue. Pharmacists can perform multifaceted tasks in hypertension management such as measuring blood pressure. In a time where the use of educational videos in health professions education has increased, an educational video might be an option for teaching blood pressure measurement skills to pharmacy students. This project aimed to develop an educational video tailored to pharmacy students on oscillometric blood pressure measurement in a community pharmacy setting that can be used as a self-instruction video. Methods The video was created with support from the university’s multimedia center. The video development was roughly divided into pre-production, production, and post-production. Students’ satisfaction with and perception of the video was surveyed. Results An 11-minute 33-second self-instruction video in the German language on proper oscillometric blood pressure measurement tailored for pharmacy students was created. Along with descriptive slides, the video delineates the necessary steps of blood pressure measurement in a community pharmacy setting in a role-play, to support students in communication with the patient. Results of a survey on the satisfaction and perception of the video from thirty-seven pharmacy students were included in the analysis and revealed that the video was well accepted by pharmacy students. Moreover, approximately 95% responded that instructional videos should be included in future pharmacy education. Conclusion We successfully developed an educational video on oscillometric blood pressure measurement for a community pharmacy setting. This work is a valuable form of support for faculty members, who intend to develop educational videos. This might be of interest especially during the coronavirus disease 2019 (COVID-19) pandemic, where distance learning has become highly relevant.

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Section: Dovepressmentioning

confidence: 99%

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

Farahani

Burckhardt

et al. 2021

AMEP

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“…In the future, we should understand their schedules outside class and consider their overall study schedule. In addition, we will verify the appropriate preparation time and content for students before the flipped classroom, such as previous reports [22,[32][33][34].…”

Section: Evaluation Of the Flipped Classroommentioning

confidence: 99%

Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students

Ito

Watanabe

Fukuzawa

et al. 2021

Medical Education Online

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In May 2019, the World Health Assembly, in an unprecedented move, endorsed the inclusion of traditional medicine in the International Classification of Diseases, 11th Revision. In Japan, traditional medicine (known as Kampo) is regulated by the government and prescribed by over 90% of physicians along with modern medicine under the national health insurance system. Although Kampo education must be included in Japan's core medical curricula, there are significant challenges to implementation. In the educational context, the flipped classroom teaching method has received considerable attention in recent years. This study developed a Kampo e-learning program and verified the effectiveness of a flipped classroom using Kampo e-learning. The Kampo e-learning Committee determined three courses and assigned an administrator for each. The administrators appointed lecturers who developed Kampo e-learning lessons. Physicians, pharmacists, medical students, and pharmacy students were asked to participate in the e-learning program, and their comments and suggestions were collected after program completion. The flipped classroom was evaluated by implementing Kampo e-learning in the Kampo session with fourth-year students at Keio University School of Medicine in Japan. Seven courses were created, including four based on volunteer suggestions. The 'Systematic Kampo Curricula' featured 88 lessons developed by 54 Kampo specialists. Out of 118 fourth-year medical students who participated in the flipped classroom, 113 registered for the Kampo e-learning program, 100 attended the session, and 88 answered the post-session questionnaire. Among the students who answered the questionnaire, 86.4% were satisfied with the flipped classroom, 79.5% replied that the program made them understand Kampo and 80.7% stated that it should be adopted. The flipped classroom using Kampo e-learning program was shown to be attractive in one medical school. Further expanded study is necessary in the near future to reveal the usefulness of the flipped classroom of Kampo learning.

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“…There are reported benefits and drawbacks of online learning [10,11], and the degree of success appears to relate to how well the technology is employed to enhance engagement and interactivity, over in-person learning opportunities for enrolled students [12,13]. Having students carry out preparatory learning on their own through research, reading, and watching videos, and then having them engage later to discuss what they have learned in a group classroom setting, whether in-class or virtually, creates the so-called "flipped classroom" that can result in significant improvement in student learning compared with traditional teaching methods [14][15][16].…”

Section: Students' Approval Of Online Learning and The Asynchronous Delivery Of A Communication Course Is Consistent With Outcomes Reportmentioning

confidence: 99%

Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic

et al. 2021

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A 400-level undergraduate oral presentation and discussion course in Systems Neuroscience was delivered asynchronously online during the COVID-19 pandemic. Enrolled students banked their narrated oral presentations in video format online then engaged in peer evaluation in virtual classrooms through the course website. Student delivered their oral presentation and responded to peer questions at their leisure and convenience, without the stress and anxiety associated with a “live” performance delivery in front of their peers. A remote and asynchronously delivered course facilitated much more peer contact than “live” versions of the course, which included a total of 62 uploaded presentations, 301 video responses uploaded to 1985 questions posed by peers, a total of 1159 feedback questionnaires submitted, 1066 rankings submitted of viewed oral presentations, and 1091 scores submitted evaluating the quality of questions posed by reviewers of oral presentations. A major drawback in the remote, asynchronous deliver was the enormity of peer engagement through the course website portal, which was mostly blind to the instructor because of the inability to effectively cross-index data linked between the student entries in the LEARN course website and the uploaded videos stored within BONGO Video Assignment tool. Nonetheless, a consistent engagement of students, and the positive feedback from enrolled students, indicate that a future version of this oral/written discussion course will be delivered, in part, remotely and asynchronously, even without a mandated delivery of the course by a remote and asynchronous method due to the COVID-19 pandemic restrictions in 2020–2021.

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Towards the optimal use of video recordings to support the flipped classroom in medical school basic sciences education

Cited by 45 publications

References 28 publications

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

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

Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students

Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic

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