Video-based Content Research Articles

Hungry for nutrition information: Undergraduate students' engagement with nutrition social media nutrition content.

Background: Social media is a fast-changing, normalized way through which youth access health and nutrition information. Yet, social media content that lacks expertise or altruistic motives can negatively impact this vulnerable population through mis- or disinformation. Aim: The aims of this study were to 1) assess how adolescents and young adults engage with nutrition information across social media platforms and account types, and 2) describe their preferences for nutrition social media content. Methods: We conducted an exploratory mixed methods study with 57 undergraduate students enrolled in an introductory public health nutrition course. First, we calculated descriptive statistics on close-ended survey data on social media use and sociodemographic variables. Then, we performed thematic analysis on open-ended survey data regarding social media use, preferences, and experiences. Results: The median age of participants was 20 years old; 70% of participants identified as female and 11% identified as male. We found that TikTok and Instagram were highly preferred by participants for weight loss, wellness, diet promotion, and sports and fitness topics. In general, participants reported wanting personalized content that conveys positive nutrition messages that are supported by credible expertise. Conclusion: These findings suggest that the nutrition community can engage adolescents and young adults by presenting information as image- and video-based content on social media. Social media content related to weight loss, wellness, diet promotion, and sports and fitness topics should establish credibility using visible markers and embrace body positive messaging for maximum uptake.

Identification of Trends in Business Promotion and Marketing Using Video-Based Content on Social Media

There are many ways to promote a business in the technology era. One of them is promotion and marketing using video content based on social media. Many studies have reported the importance of social media in supporting business marketing. However, few have studied the effectiveness of video content on social media to become increasingly modern applications in recent years. For this reason, we have identified what trends have inspired business people to promote their businesses using videos through social media content. After collecting the data and analyzing it involving the data coding system, the core of the data, and concluding, the point is to get answers that answer the problems and enlarged studies with high validity. After the description and discussion, this study concluded that social media applications, especially videos, have become a very advanced trend to drive business, especially marketing and promotion because video applications are easy to prepare and attractive to the audience. Thus these results become reference material for further studies.

A novel smartphone application to prevent postpartum depression adapted from an evidence-based cognitive behavioral therapy program: Individual end-user interviews to optimize the intervention.

Postpartum depression (PPD) is more common among pregnant patients who have unmet social needs, such as financial stress or food insecurity, compared to those who do not. Mothers and Babies (MB) is a cognitive behavioral therapy (CBT)-based program that prevents up to 50% of de novo PPD when provided in-person to low-income Spanish- and English-speaking pregnant people without depression. MB's reach has been limited by the need for trained personnel to support the program. Transforming MB into a smartphone application (app) may mitigate this key barrier to scaling MB. To utilize qualitative data from target end-users to create and optimize MBapp, a novel app centered on the MB program. Draft wireframes of MBapp were created in English and Spanish with CBT-based modules adapted from MB. These wireframes included several features shown previously to sustain app engagement: 1) push notifications delivered at participant-preferred times; 2) text-, graphic-, and video-based content; and 3) gamification with digital rewards for app engagement. English- or Spanish-speaking individuals with public health insurance who were between 32 weeks' gestation and six months postpartum and owned smartphones were eligible to consent for individual in-depth interviews. Individuals with prior or current depression were excluded. Interviews were recorded, transcribed, and analyzed using deductive and inductive codes to characterize opinions about MBapp and perceptions of challenges and facilitators of use of MBapp or other perinatal or mental health apps. End-user feedback led to major modifications to the wireframes. Each of these changes was categorized according to the Framework for Modification and Adaptation (FRAME), an established method of systematically reporting adaptations and modifications to evidence-based interventions via end-user feedback. Recruitment ceased with content saturation, defined as three successive participants providing only positive feedback on MBapp's wireframe, without further suggestions for improvement. 25 interviews were completed. Participants were racially and ethnically diverse, generally representing our target end-user population, and 48% of interviews were conducted in Spanish. Participants' suggestions to improve MBapp were categorized within the FRAME as adaptations that improved either content or context to optimize reach, retention, engagement, and fit for end users. Specifically, the following features were added to MBapp secondary to end-user feedback: 1) audio narration; 2) "ask a clinician" non-urgent questions; 3) on-demand module summaries accessible upon module completion; and 4) choice to defer assessments and start the next module. Participants also provided insights into features of perinatal or mental health apps they found appealing or unappealing to understand preferences, challenges, and (non)negotiables for MBapp. Adapting MBapp to incorporate end users' perspectives optimized our digital PPD prevention intervention, ideally increasing its appeal to future users. Our team's next steps will confirm that MBapp is a feasible, acceptable intervention among English- and Spanish-speaking perinatal people at risk of PPD.

Developing an mHealth program to improve HIV care continuum outcomes among young Black gay and bisexual men

BackgroundYoung Black gay and bisexual men (YBGBM) in the United States face significant disparities in HIV care outcomes. Mobile health (mHealth) interventions have shown promise with improving outcomes for YBGBM across the HIV care continuum.MethodsWe developed an mHealth application using human-centered design (HCD) from 2019–2021 in collaboration with YBGBM living with HIV and with HIV service providers. Our HCD process began with six focus groups with 50 YBGBM and interviews with 12 providers. These insights were used to inform rapid prototyping, which involved iterative testing and refining of program features and content, with 31 YBGBM and 12 providers. We then collected user feedback via an online survey with 200 YBGBM nationwide and usability testing of a functional prototype with 21 YBGBM.ResultsFocus groups and interviews illuminated challenges faced by YBGBM living with HIV, including coping with an HIV diagnosis, stigma, need for social support, and a dearth of suitable information sources. YBGBM desired a holistic approach that could meet the needs of those newly diagnosed as well as those who have been living with HIV for many years. Program preferences included video-based content where users could learn from peers and experts, a range of topics, a community of people living with HIV, and tools to support their health and well-being. Providers expressed enthusiasm for an mHealth program to improve HIV care outcomes and help them serve clients. Rapid prototyping resulted in a list of content topics, resources, video characteristics, community features, and mHealth tools to support adherence, retention, goal setting, and laboratory results tracking, as well as tools to help organization staff to support clients. Online survey and usability testing confirmed the feasibility, acceptability, and usability of the content, tools, and features.ConclusionsThis study demonstrates the potential of a video-based mHealth program to address the unique needs of YBGBM living with HIV, offering support and comprehensive information through a user-friendly interface and videos of peers living with HIV and of experts. The HCD approach allowed for continuous improvements to the concept to maximize cultural appropriateness, utility, and potential effectiveness for both YBGBM and HIV service organizations.

Exploring the Digital Mental Health Literacy of the Tunisian population: A Cross-sectional Online Survey

IntroductionIn the digital age, the landscape of mental health information dissemination and consumption in Tunisia has experienced a profound transformation. As the digital revolution continues to reshape our lives, understanding how individuals seek and interact with mental health information online has become increasingly critical.ObjectivesThe primary objectives of this study are as follows:-To comprehensively investigate the digital mental health literacy of individuals in Tunisia by administering an insightful online questionnaire.-To delve into the multifaceted aspects of how Tunisians engage with mental health content on digital platforms, unveiling their comfort levels, preferences, and decision-making factors. Methods This study conducted an online survey comprising three sections. The first gathered demographic information to profile our diverse participants. The second explored internet usage patterns, unveiling their digital activities. The third delved into perceptions of mental health information on social media, revealing preferences. Our survey reached participants of various ages and locations in Tunisia.Results The findings of this study cast a revealing spotlight on the digital mental health landscape in Tunisia. A significant proportion of our respondents frequently engaged with various social media platforms. Notably, Instagram emerged as the favored platform for 80% of our participants, while 72% chose Facebook as their preferred digital sanctuary. Intriguingly, 57% of our respondents actively embarked on quests for mental health information on YouTube, with a distinct preference for video-based content. In the labyrinth of online mental health information, our participants exhibited a discerning eye. They assigned paramount importance to source credentials, references to reputable sources, and unwavering adherence to established medical guidelines. However, beneath this discernment, a noteworthy 65% harbored doubts regarding the accuracy of online information, reflecting the inherent challenges and complexities of navigating the digital information ecosystem.Furthermore, our study unearthed areas where social media platforms may still grapple with shortcomings in addressing the multifaceted needs of mental health consumers. Participants eloquently expressed concerns about the accuracy of information, the availability of reliable platforms, and the crucial need for a diverse array of perspectives in mental health content on social media.ConclusionsThis study offers key insights into Tunisia’s digital mental health landscape. It highlights prevalent digital information consumption and preferences. Emphasizing the need for credible and diverse mental health information on social media is vital. This sample lays the foundation for enhancing available content, better supporting mental well-being in Tunisia.Disclosure of InterestNone Declared

An analysis of the effectiveness of reflective learning through watching videos recorded with smart glasses-With multiple views (student, patient, and overall) in radiography education.

The Objective Structured Clinical Examination (OSCE) is designed to assess medical students' skills and attitude competencies before clinical practice. However, no method of reflective learning using video-based content has been used in OSCE education. This study aimed to confirm whether using smart glasses-based educational content is effective for OSCE reflective learning using multiple views (patient, student, and overall). This educational intervention study included a control group exposed to the traditional learning method and an intervention group exposed to a learning method incorporating smart glasses. Participants were 117 (72 in the control group and 45 in the intervention group) third-year radiological technology students scheduled to take the OSCE and 70 (37 in the control group and 33 in the intervention group) who met the eligibility criteria. Mock OSCEs were administered before and after the educational intervention (traditional and smart glasses-based education) to investigate changes in scores. After the educational intervention, a self-reported comprehension survey and a questionnaire were administered on the effectiveness of the video-based content from different views for student reflective learning. Unexpectedly, the OSCE evaluation score after the preliminary investigation significantly increased for the smart glasses control group (0.36±0.1) compared to the intervention group (0.06±0.1) setting up the radiographic conditions (x-ray center and detector center; p = 0.042). The intervention group's lower score in the mock OSCEs may have been due to the discomfort of wearing the smart glasses to perform the radiography procedure and their unfamiliarity with the smart glasses, which may have affected their concentration. The findings suggest that smart glasses-based education for OSCEs can be improved (e.g., being easy to handle and use and trouble-free).

Evaluating Learners' Online Learning Experience of Informal Learning Environments: A LIWC Analysis

Online video-based content, such as massive open online courses (MOOCs) or educational videos on YouTube, are popular ways for individuals to learn outside of a traditional learning space. Video-based informal learning environments fit in the framework of community of inquiry (CoI), with unique teaching, cognitive, and social presence. Videos on the environment provide direct instruction representing teaching presence, and the feature of online discussion allows learners to comment on instructional materials and interact with other learners, which show social and cognitive presence. Multi-format informal learning environments bring learners diverse learning experiences and analyzing the content of online discussions can help us better understand learners’ experiences. This study uses Linguistic Inquiry and Word Count (LIWC) to evaluate learners' learning experiences on YouTube and edX through the construct of CoI. After matching LIWC’s keywords with social presence and cognitive presence, we analyze learners’ comments (N = 6,938) collected from YouTube and edX. Our findings reveal that there is a more differentiated cognitive presence and a more similar social presence between YouTube and edX.

Developing the Technology-based Parenting Young Children Check-Up Intervention for Disruptive Behavior Problems Identified in Pediatric Primary Care.

Behavioral parent training programs show clear efficacy and effectiveness in response to young children's disruptive behavior problems, but limitations in engagement and accessibility prevent many families from benefiting from these programs. The Parenting Young Children Check-up (PYCC) is a technology-based program designed to overcome these barriers and increase the reach of behavioral parent training. Developed for use in pediatric health care, the PYCC includes three components: 1) an initial check-up designed to motivate program involvement; 2) text messages to connect parents with program content and reinforce content; and 3) a parent training website involving video-based content to teach parenting skills. This report details initial steps to refine PYCC intervention components. Seventeen mothers and 17 primary care physicians participated in this mixed methods data collection across three iterations by providing feedback on early drafts of the three components of the PYCC and completing a feedback questionnaire. Feedback from one iteration informed modifications that were then evaluated in subsequent iterations. Saturation of qualitative input, positive qualitative feedback, and positive quantitative ratings on the feedback questionnaire was achieved in iteration three. Outcomes of this investigation informed the full version of the PYCC that will subsequently be tested in a proof-of-concept trial. Several barriers limit the reach of parenting skills programs that reduce child problem behavior. We gathered feedback from parents and physicians to refine a parenting program that uses technology and delivery in pediatrics to overcome barriers. Future testing of the program will further inform implementation in pediatric settings.

Student Perceptions of AI-Generated Avatars in Teaching Business Ethics: We Might not be Impressed

In our postdigital world, unseen algorithms and artificial intelligence (AI) underpin most business and educational technologies and systems. Also, the use of educational data to better understand and support teaching and learning is growing in higher education. Other AI technologies such as synthetic media and AI-generated avatars are increasingly used to present video-based content in business and society but are less common in educational content and lectures, as their effectiveness and impact on learning are still being researched and debated. In this study, an AI-generated avatar was implemented in the redesign of business ethics material in a postgraduate course to present videos and online activities and to prompt critical reflection and discussion of the social and ethical implications of algorithms. Using a qualitative research design, we then explored students’ perceptions of teaching and learning with AI-generated avatars. The students interviewed felt AI avatars were suitable, sometimes even preferred, for lecture delivery, with some enhancements. This study contributes insights into the use of AI-generated avatars in education by examining their potential benefits and challenges and generating three key pedagogical principles to consider. Future directions for educational design and research are discussed, particularly the pressing need to engage students creatively and critically with the social and ethical implications of AI avatars.

Strategies to Sustain Quality Interventions: Case Examples of Chlorhexidine Gluconate Bathing.

Strategies to Sustain Quality Interventions: Case Examples of Chlorhexidine Gluconate Bathing.

Investigating the Employees‘ Perspectives and Experiences of Microlearning Content Design for Online Training

Online training is expected to increase retention of information and be less time-consuming. This leads to a motivation to identify a more effective content delivery for online training. Microlearning indicates that bite-sized content is delivered in short fragments that can fit into anyone’s hectic schedule. However, the perspective of microlearning and its content design is still indefinite. It is challenging to design content for training that optimizes microlearning’s characteristics. The purpose of this research is to identify the perspective towards microlearning and the significance of the design of micro-sized content for online training for employees. This study investigated two questions which are how to design an effective micro-sized content for enhancing employees learning opportunities and the type of topics which are relevant to learning. The study was carried out with employees from education industries and training service providers. Data was collected through a survey and focus group interview. The study recognised that employees are primarily familiar only with video-based microlearning content and they have inadequate knowledge on the application of other microlearning elements for content design. One of the most common microlearning elements – Video, that is between 5-7 minutes in length, is considered to be the most applicable element in microlearning. In conclusion, the perspectives concerning the challenges in designing microlearning content were discussed. The study also proposed 2 different architectures with different objectives for the overall microlearning content design based on the employee’s experiences and perspective.

Biliary Atresia Screening in India-Strategies and Challenges in Implementation.

To assess the utilization of SCC implemented in southern India and the effect on SCC utilization of face-to-face verbal education versus video-based content delivery. The study included newborns with postnatal age of less than 2 wk at discharge. Mothers were administered SCCs and provided standardized verbal or video health education based on the time-period of enrollment. Home based monitoring of stool color and return of SCC on postnatal day 21 was advised. Telephone surveys were conducted to identify SCC use among families that did not return the SCC by post. Of the 2254 newborns enrolled, 1130 were in the verbal-counseling group and 1124 in the video-counseling group. No newborns with pale stools and biliary atresia were identified. SCC return rates were 3.8% and 2.8%. Comparing the verbal and video-counseling groups, there were no differences in the conservative (81.8% vs. 81.5%) and optimistic estimates (97.1% vs. 97.3%) of SCC utilization rates. Mothers with better educational status had higher optimistic estimates of SCC utilization. The use of a validated SCC in Tamil with standardized information delivery leads to good utilization rates in southern India, with video content delivery being as effective as face-to-face verbal content delivery. SCC return by post is not a feasible mode of identification of card use. The study is registered under Clinical Trials Registry- India (CTRI/2018/01/011285).

Hemispheric Asymmetries in Electroencephalogram Oscillations for Long-Term Memory Retrieval in Healthy Individuals.

The hemispherical encoding retrieval asymmetry (HERA) model, established in 1991, suggests that the involvement of the right prefrontal cortex (PFC) in the encoding process is less than that of the left PFC. The HERA model was previously validated for episodic memory in subjects with brain traumas or injuries. In this study, a revised HERA model is used to investigate long-term memory retrieval from newly learned video-based content for healthy individuals using electroencephalography. The model was tested for long-term memory retrieval in two retrieval sessions: (1) recent long-term memory (recorded 30 min after learning) and (2) remote long-term memory (recorded two months after learning). The results show that long-term memory retrieval in healthy individuals for the frontal region (theta and delta band) satisfies the revised HERA asymmetry model.

Video-Based Content Recognition of Bank Cards with Mobile Devices

In this paper, we propose an algorithm for detection and recognition of all information fields at the bank card front side based on video sequences. The algorithm is intended for use on mobile devices. This algorithm consists of the following basic steps: detection of the card boundaries in a frame, segmenting the information fields, improving the quality of segments, localizing the boundaries of symbols, and recognizing blocks of symbols. We also conduct a series of experiments. Experimental results show that our algorithm can achieve higher detection rates of 88% for all information fields and 92.5% for the bank card number and expiration date. The processing time per frame at different resolutions for each step by using iPhone 7 is presented. The experimental results confirm the efficiency of the proposed approach.

Trends in Disseminating Audio on Demand Content through Podcast: An Opportunity and Challenge in Indonesia

In the last two years, there has been a significant increase in access to audio on-demand content in Indonesia. The current trend of content dissemination is no longer centered on video-based content such as Youtube but has penetrated audio-based content such as Podcasts. One of the causes of podcasts' interest is the nature of flexibility that allows the audience to listen to audio content while doing other activities. This study aims to analyze the opportunities and challenges of podcasts in Indonesia and present them comprehensively. The method used in this research is literature review which includes the process of reading, sorting, and analyzing articles in journals, reference books, previous research reports, and news related to podcasts. The results of the study concluded that the emergence of trends in the distribution of audio-on-demand content through podcasts could create several opportunities that can be useful for its users in Indonesia, including podcasts that can be a medium for providing information to open new insights and thoughts, podcast also capable in produce more personal content, it can be used as an alternative media to disseminate audio content, it has significant opportunities for monetization, can complement conventional radio and video-based platforms, and has opportunities to be accessed safely and comfortably because of relatively small bandwidth requirements. In addition to opportunities, podcast development cannot be separated from various challenges, including competition with video-based content that has been popular among millennials, challenges in measuring and applying podcast monetization methods, challenges in production aspects, audio quality and optimizing content duration. Last but not least, challenges related to listener experience (LX)

A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction.

BackgroundInternet-based parenting programs have the potential to connect families to research-informed materials to promote positive child development. However, such programs can only succeed to the extent that the intended population engages with them.ObjectiveThis study aimed to evaluate engagement in the 5-a-Day Parenting program, a technology-based program designed with low-income families in mind, to promote daily use of 5 specific parenting activities conducive to children’s school readiness. Following earlier pilot data, the program was enhanced with an initial motivational e-intervention and tailored text messages designed to promote engagement.MethodsParents were recruited from local childcare centers and through a participant registry. We examined rates of receipt of program text messages and use of video-based content on the program website, 3 factors that may affect website use, and satisfaction with key program elements.ResultsA total of 360 parents of young children learned about the study and had the opportunity to use the 5-a-Day Parenting website. Of these, 94 parents participated in the study, and 33% (31/94) accessed the video-based content on the website at least once. No association was found between website use and program recruitment approach, program-affiliation message, sociocontextual risk, and baseline use of the five parenting activities. Satisfaction with text messages and video-based content was high.ConclusionsFor some parents, technology-based programs appear useful; however, engagement could still be enhanced. Additional research should seek innovative strategies for promoting engagement in Web-based parenting programs.

MyAutsomeFamilyLife

While parents of young children regularly make decisions about sharing content about their child or family online, we know less about how they create, produce, and share video-based content of children with stigmatizing experiences. Through an analysis of publicly available content on YouTube, supplemented with semi-structured interviews, we report on the ways in which parents of children with developmental disabilities produce, share, and interact with others through videos of their children's experiences. Our analysis finds that parents disclose child information on YouTube to build authenticity, connect with others, advocate for social change, and justify monetization and child involvement. We discuss tensions between parents' practices and the ethical complexities of sharing and studying parent-generated content featuring children with disabilities.

Are MOOCs in Blended Learning More Effective than Traditional Classrooms for Undergraduate Learners?

Massive open online courses (MOOCs) have become one of the most prominent trends in higher education. In contrast to a traditional classroom where knowledge is delivered through face-to-face interaction, MOOCs offer open-access, video-based instructional content, and forums which are released through an online platform to unlimited number of learners. Despite impressive notable features, their effectiveness has yet to be proven. Intrigued with this issue, the objective of this study is to examine the effectiveness of learning via MOOCs in blended learning and traditional classrooms among undergraduate learners. An experimental study which employed non-equivalent pre-test and post-test control group design among two hundred and five undergraduate accounting students was conducted in one of the universities in Malaysia. The students were divided into two groups; experimental and control. The experimental group was taught via MOOCs in blended learning, while the control group was taught in traditional classrooms. The results of paired sample T-test indicated that there were significant differences in academic achievements between the pre-test and post-test groups (experimental and control groups). The magnitude of effect of the former was higher than the latter. The results of MANOVA indicated that there were significant differences in academic achievements between groups in post-test, but not in the pre-test. Hence, MOOCs are more likely to be more effective than traditional classroom in teaching and learning today's generation which consists of digital savvy natives. The discoveries provide significant insights for educational fraternities on technological and pedagogical aspects of how teaching and learning can best be delivered and acquired.

Modeling social sustainability: analysis of hospitality e-distributors

PurposeThe purpose of this study is to propose a definition and model of social sustainability within the ambit of systems theory and to test it on hospitality e-distributors. The study suggests that social sustainability arises through the congruence among the interrelated components of social innovation, societal demand and social stakeholders in a transformation model and it can be assessed to whether and how this congruence addresses to the equity principles.Design/methodology/approachThe study provides a case analysis on two selected hospitality e-distributors – Booking.com and Airbnb. The data obtained from a video-based content on managerial interviews were triangulated with the data of corporate disclosures and expert views derived from a focus group study.FindingsThe study reveals that both companies affect the intra-generational, procedural and geographical equity principles across physical and virtual communities so long as they take the advantage of their strategic positions. While Booking.com transforms its own industry, Airbnb disrupts the entire system by blurring the boundaries between market and non-market as well as touristic and non-touristic areas.Practical implicationsThe study contributes to the practitioners by showing how to configure and assess the social sustainability of their organizations at the different contexts.Social implicationsThe study provides a holistic perspective on social sustainability by linking the concept with social innovation, societal demand and social stakeholders and highlighting its contribution to equity principles.Originality/valueDespite the proliferation of studies, the authors have very little understanding on the social pillar of sustainability. The current study fills the gap by addressing these conceptualization and measurement challenges in the literature.

Video delivery of toxicology educational content versus textbook for asynchronous learning, using acetaminophen overdose as a topic

Objectives: Advances in technology have brought with them innovations in delivery of medical educational content; for example, audio and video podcasts, flipped classroom learning, and e-books. These new modalities may be useful for delivery of content asynchronously, as an adjunct to traditional lecture-based and bedside clinical teaching. Here, we measured the differences in knowledge acquisition between medical students using a video-based content delivery method and students using a traditional method of asynchronous content delivery (a textbook chapter). We also measured student preferences regarding asynchronous content delivery.Methods: A 4.5-minute educational video was created by a content expert using VideoScribe software. Acetaminophen toxicity was selected as the sample topic. Survey Monkey software was used to create a pre-test, post-test, and to gather data regarding student preferences. Students were given the pre-test, then they were randomized to either read a chapter on acetaminophen overdose from an emergency medicine reference text or to view the video; they were then given the post-test and the preferences survey. The results were then categorized and analysed using descriptive statistics and linear regression.Results: Sixty-nine student responses were initiated, 14 of whom did not complete the full survey, leaving 55 students who were included in the final analysis. Fifteen first year, 27 second-year, 8 third-year, and 5 fourth-year students participated. Twenty-eight students were randomized to reading the textbook chapter, and 31 were randomized to view the video; 4 students in the textbook group did not finish the educational activity. On average, students who took the video training correctly answered 1.1 (95% CI: 0.1–2.2, p = .03) more questions correctly after adjusting for pretest score and year in medical school than those who read the textbook chapter. A preference for watching a video over reading a textbook chapter was expressed by 78.4% of students, while 98% of students either agreed or strongly agreed with the statement that they would be comfortable using the internet to learn new concepts. No students reported that they were very satisfied and 57% of students reported being satisfied reading the textbook chapter, while 93.3% were either satisfied or very satisfied viewing the video.Conclusions: Video delivery of educational content was associated with higher student satisfaction and relative improvement in score compared to textbook. Students overall expressed comfort using the internet and new technology to obtain new medical education. The authors were involved with creation of the video and quiz, which may confound results. Future exploration into retention of knowledge could be warranted.