Advancing Medical Students’ Expertise by Recording Educational Videos about Basic Medical Procedures in a Simulated Setting (1090-003897) (Research Abstract Professor Rounds: Group 6)
Start time: Friday, January 29, 2021, 11:30 AM End time: Friday, January 29, 2021, 12:30 PM Session Type: Research Abstracts (Completed Studies)
Health care professionals require simulated education to learn or review a treatment modality prior to providing patient care. Although written text plays a central role in education, many people are visual learners and assimilate information better by observing images. Video is a powerful teaching tool, in fact it offers advantages over verbal communication: it presents more information in a smaller time, simplifies complex concepts, transfers practical knowledge and is efficient at getting audience attention. In order to realize an effective educational video teachers should reduce the cognitive load and increase the engagement and active learning of students. Also, they can use strategies as emphasis on important gestures, brief videos and a combination of auditory and visual channels to convey complementary information. Moreover the possibility to orient students in advance and the adherence between the procedure and the video are among the greatest benefits obtainable.
We recorded 6 videos on clinical procedures in a simulated setting: intramuscular therapy, bladder catheterization, blood sampling, NG tube positioning, rectal examination, surgical dressing. Special attention was used to produce accessibile videos avoiding digital barriers: i.e. captions, easy to read, and closed up filmings of gestures were used to support a better user experience and improve students’ learning; instruments and materials were exactly the same of the final examinations. Such videos were played during third year clinical classes, after students reviewed a checklist containing all the steps of the videos and could practice using interactive multimedia simulators. At the end of the classes, students were invited to fill out an anonymous questionnaire about the efficacy of videos. Internal consistency was measured by calculating Cronbach’s Alpha (CA); a five-point Likert scale was used to measure satisfaction; correlations were performed using Spearman’s coefficients.
208 students filled out the questionnaire. CA scored 0,7. 24.5% found the video tutorial more effective than teacher demonstration (score 5/5; 49% very effective 4/5; 26% equally effective 3/5; 0.5% slightly effective 2/5). Further, trainees appreciated closed up sequences to stress key passages (5/5: 39%; 4/5: 53%; 3/5: 8%) and the use of the same materials of the practice (5/5: 49%; 4/5: 42%; 3/5: 8%; 2/5: 0.5%; 1/5: 0.5%). 59% felt partially safe (3/5) in repeating the skills on real patients (5/5: 2%; 4/5: 25%; 2/5 14%). We found a positive relationship between previous experience and confidence level in treating real patients (R=.18, p=.01). Interestingly, the effectiveness of the video positively correlated with the use of the same materials during practice (R=.28, p<.001) and the highlight of key passages (R=.33 p<.001), suggesting that videos are effective as they are a combination of different methodologies (i.e. video effects, materials used) into an educational tool.
Videos may improve student learning and engagement . In order to maximize the benefit of educational videos it is important to positively affect students’ engagement and reduce their cognitive load. This may be achieved by stressing performer’s gestures and recording videos into the same setting, they would be trained in, using the materials, which are accessible during practical, and examination sessions. The main goal of this study was to evaluate active learning: students found the use of a digital tutorial associated with practical sessions more effective than classical hands-on demonstration of the teacher. This is probably the result of different modalities (i.e. images, sounds, highlights, video effect) accessible into a single tool, usable according to student’s attitudes. Hence, the majority of the students (86,5%) felt safe in replicating the learned procedures during the real clinical activity, especially if they had a previous experience during the hospital activity.