Abstract:The means to share educational materials have grown considerably over the years, especially with the multitude of Internet channels available to educators. This article describes an innovative use of YouTube as a publishing platform for clinical educational materials.The authors posted online a series of short videos for teaching clinical procedures anticipating that they would be widely used. The project Web site attracted little traffic, alternatives were considered, and YouTube was selected for exploration … Show more
“…The use of learning videos as refreshers in the workplace is established for procedure-based content [21] but we had not anticipated that Geriatric Medicine resources, which are less protocol-driven, would be used in this manner. This demonstrates the potential for TEL to supplant or compliment the more traditional quickreference textbooks frequently used.…”
. (2016) The development and evaluation of mini-GEMs: a short, focused, online e-learning videos in geriatric medicine.
A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.
“…The use of learning videos as refreshers in the workplace is established for procedure-based content [21] but we had not anticipated that Geriatric Medicine resources, which are less protocol-driven, would be used in this manner. This demonstrates the potential for TEL to supplant or compliment the more traditional quickreference textbooks frequently used.…”
. (2016) The development and evaluation of mini-GEMs: a short, focused, online e-learning videos in geriatric medicine.
A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.
“…Finally, youtube.com could provide many advantages in terms of technical simplification, increased audience and education. As a forum for continuous medical education, youtube.com could increase the relationship between educators and learners and could consequently improve their quality of work and lead to fewer complications [102].…”
Nasogastric tubes (NGT) still remain the easiest and the best way for gastrointestinal tract access. There are various indications for the insertion of a nasogastric tube in anaesthetized and critically ill patients. Although many techniques have been introduced to facilitate nasogastric tube insertion using anatomic landmarks and a group of devices, there is no consensus on a standard method. Moreover, there are different methods for the assessment of the correct placement of a nasogastric tube. In addition to these challenges in insertion and assessment methods, there are varieties of major life-threatening and minor complications to be addressed. Thus, selecting the most appropriate approach requires enough knowledge in this area, considering patient condition and clinical factors, as well as the practitioners' sufficient education and experience, along with skill in performance. This is a comprehensive review of the literature evidence on different methods for nasogastric tube insertion, on the assessment of correct placement and the evaluation of complications, in addition to an approach to the effect of education on the quality of routine practice and patients' outcome.
“…3 Educators may incorporate YouTube videos covering medical topics in classroom lectures to enhance concept delivery with animations or video demonstrations, and students may stream videos to review difficult concepts outside of class hours. 4 Students may be encouraged to tweet questions during lectures or conferences, using hashtags to link related Twitter conversations. 5 Some students may be asked to reflect on their training experiences by writing blog posts that can then be made available to their peers for comment or feedback.…”
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