Twelve tips for the effective use of videos in medical education

Dong, Chaoyan; Goh, Poh Sun

doi:10.3109/0142159x.2014.943709

Cited by 146 publications

(136 citation statements)

References 26 publications

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“…Videos simultaneously fuse both auditory and visual information. Videos engage various areas of the trainee's cognition during lectures [7]. Video-based lectures enable trainees to harness repetition, self-paced practice, and active learning.…”

Section: Multimediamentioning

confidence: 99%

“…As with e-learning, trainees benefit the most from videos containing self-assessments, integrated lecture objectives, images, lecture PowerPoint slides, limited duration (< 15 min), quality design, and reputable featured lectures [7]. In fact, multimedia transforms the role of medical educators from that of hosting formal lectures to that of leading discussions and creatively maximizing trainee comprehension via media intervention tools [7].…”

Section: Multimediamentioning

confidence: 99%

“…In fact, multimedia transforms the role of medical educators from that of hosting formal lectures to that of leading discussions and creatively maximizing trainee comprehension via media intervention tools [7].…”

Section: Multimediamentioning

confidence: 99%

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Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care

2018

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Healthcare and medical training have no immunity to universal, rapidly changing technology. In medical education, advances like simulations, virtual patients, and e-learning have evolved as pedagogical strategies to facilitate an active, learner-centered teaching approach. According to Chhetri et al., contemporary generations of trainees have grown up immersed in various technologies and are now less functional in the traditional classroom setting [1]. Yet, not all of today's medical trainees or educators are equally adept and comfortable with technology. Educators are tasked with selecting and filtering appropriate technology-based curricula [1]. Advancement in education requires discerning which learning-assisting technologies merit usage in specific scenarios. To better improve patient care in contemporary times, continual innovative efforts between psychiatric educators and trainees remain essential for fully exploiting technology's potential. The objective of this commentary is to discuss the various available medical training technologies and subsequent perceptions of trainees to these modalities. Additionally, this commentary considers how educationbased technologies could improve or hinder the learning experience of medical trainees. MethodsWe conducted a review of articles published from 2007 to 2018 utilizing an online literature search with PubMed and Google Scholar, as well as a professional medical library search via the EVMS Brickell Medical Science Library System using the following key phrases: medical education or medical students and technology, e-learning, simulators, virtual reality, mobile devices, audience participation, computer based, medical illustration, or social media. To identify relevant systematic review articles, MeSH terms were also employed in the search to include these additional termsmedical students, attitude to computers, technology, computers, computer-assisted instruction, computer simulation, simulation training, internet, medical education, medical illustration, computer based, or curriculum. A second search was created to include multimedia use in medical lectures; search terms included the following: medical education, medical students and audiovisual aids, medical illustration, or educational technology. Additionally, the following MeSH terms were included in the second search: medical education, medical students, attitude to computers, multimedia, audiovisual aids, computer-based, or curriculum.Inclusion and exclusion criteria for eligibility were established; no formal scoring system was employed. Systematic reviews written in English between the years of 2007-2018 were deemed eligible via inclusion criteria if written to inform medical educators on the fields of undergraduate medical training, postgraduate medical training, or continued medical education. An article met exclusionary criteria if only contributing redundant information seen in other (included) systematic reviews or otherwise failed to meet the above conditions. One author (GB) screened titles and ab...

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Section: Multimediamentioning

confidence: 99%

Section: Multimediamentioning

confidence: 99%

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Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care

2018

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“…As stated earlier, emerging evidence suggests that applying multimedia design to medical student lectures can improve learning outcomes [4,5]. Moreover, since the publication of the AAMC-IIME report in 2007, the importance of applying multimedia design principles in medical education has been emphasized in multiple publications [42,43]. Barriers to implementing best practice in clinical medicine may also be applicable to medical education, including time constraints (organizational context) and existing standards of practice (social context) [44].…”

Section: Online Lecture Designmentioning

confidence: 99%

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

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Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools -including online lectures -before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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“…The use of video is fast becoming popular within medical education (Baldwin et al, 2016;Dong & Goh, 2015). In the larger scheme of academic medicine, the advent of media such as YouTube and Dailymotion coupled with ease of access to electronic gadgets and the internet is threatening the traditional way of learning (Egle, Smeenge, Kassem, & Mittal, 2015;Hansen et al, 2016;Pusz & Brietzke, 2012).…”

Section: Introductionmentioning

confidence: 99%

Using video in medical education: What it takes to succeed

2017

TAPS

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Videos when properly embedded within the curriculum might make learning the basic sciences such as human anatomy much more engaging for medical students. It is unclear how the use of video is advantageous. Possible scientific causations for such an observation include visual and auditory stimulation, coupled with ease of access for the learner. Video usage empowers the medical students to learn in an active manner. However, this cannot happen if motivation for self-directed learning is lacking. This research aims to 1) Elucidate qualitative and quantitative comments on how videos help to enhance anatomy learning. 2) Quantify the level of motivation for self-directedness in order for videos to be impactful amongst medical students. A short video was embedded into selected part of the 1st year anatomy curriculums (pharynx and larynx) for selected medical students (n=100). Separately, all students in the cohort (n=300) were assessed for their attitude towards active learning via a survey on motivation levels. This was done using the modified PRO-SDLS. Results showed that 85% of the participants enjoyed learning the anatomy of the pharynx and larynx with embedded videos (P<0.05). Specifically, they liked the Q&A sessions, the virtual chat platform, and the mode of delivery. Participants perceive it to be clearer, and more structured (P<0.05). Concomitantly, all medical students surveyed exhibited unusually high motivation for self-directed learning (≥ agreeing with probe questions in the PRO-SDLS) (P<0.05). This allows videos to be impactful. In conclusion, with videos, medical students appreciated the relevance of basic regional anatomy more in a statistically significant manner compared to controls. However, a threshold motivation is required for active learning to be successful.

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Twelve tips for the effective use of videos in medical education

Cited by 146 publications

References 26 publications

Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care

Current Technology in Advancing Medical Education: Perspectives for Learning and Providing Care

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Using video in medical education: What it takes to succeed

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