Abstract
ABSTRACT The use of recorded video in medical education is increasing. Video material may be assigned before scheduled sessions to create a flipped classroom. Here, the instructor may lead a session that is organized for discussion, interpretation, and reflection of the previewed content. We established conditions that lead to increased student participation and engagement with prerecorded content for a medical genetics section in a first-year medical school basic sciences integrated course. Preliminary analysis of an asynchronous video-based pre-professional program directed the design of video material to support a first semester medical genetics course. We compared student participation in, and opinion of, a flipped-classroom session based on written vs. video presentation of material. Student opinion was surveyed with audience response devices (clickers). Shorter videos that were created specifically for the course were preferred by students compared to recordings of previously delivered lectures. Students preferred videos to assigned reading material and consistent scheduling throughout the teaching semester increased student participation. Presentation of medical school content with previously recorded video material can be a useful teaching tool if properly implemented.
Highlights
The use of video to supplement content delivery in education programs is rising in popularity [1,2,3]
Data analytics from YouTube were analyzed after separating all content into one of the three types: (1) short videos that were made solely for the course of 1-minute to 15-minute duration, (2) recordings of previously delivered live lectures that were approximately 50 minutes in length, and (3) lengthy videos that were studio produced solely for online delivery
From 61,778 views of students who were enrolled in the course, we plotted how much of a video was viewed as a function of the length of the video in minutes
Summary
The use of video to supplement content delivery in education programs is rising in popularity [1,2,3]. Attempts to increase program effectiveness is the main factor contributing to the growing use of video in medical education. Video sup plementation adds to student satisfaction and perfor mance because of its potential to increase active, student-centered learning [4,5]. To exploit this tech nology, many educational institutions have incorpo rated a blended learning methodology into their curriculums. The flipped classroom is contributing to the modernization of medical educa tion [7]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
