LETTER TO EDITOR
Year : 2017 | Volume
| Issue : 3 | Page : 346-350
Learning impact of interactive video in anesthesiology residency training: Preliminary study with TED-Ed platform
Department of Anaesthesia and Intensive Care, Charles Nicolle Hospital; Faculty of Medicine, University Tunis El Manar, Tunis, Tunisia
Department of Anaesthesia and Intensive Care, Charles Nicolle Hospital, Tunis, Tunisia. Faculty of Medicine, University Tunis El Manar, Tunis
Source of Support: None, Conflict of Interest: None
|Date of Web Publication||29-Jun-2017|
|How to cite this article:|
Jendoubi A. Learning impact of interactive video in anesthesiology residency training: Preliminary study with TED-Ed platform. Saudi J Anaesth 2017;11:346-50
|How to cite this URL:|
Jendoubi A. Learning impact of interactive video in anesthesiology residency training: Preliminary study with TED-Ed platform. Saudi J Anaesth [serial online] 2017 [cited 2018 Apr 21];11:346-50. Available from: http://www.saudija.org/text.asp?2017/11/3/346/209165
Interactive video courses are a new and innovative way for delivering training or educational content., This approach represents the basis for the flipped classroom teaching model.,,
The TED-Ed platform (http://ed.ted.com) is a free educational website for educators and learners. This platform also allows users to take any useful educational video from TED Talks or any YouTube hosted video and easily creates a customized lesson around the video [Figure 1].
Each lesson plan includes four sections: “Watch” (visual learning), “Think” (true–false questions, multiple choice, and open-ended questions), “Dig Deeper” (additional links and resources for those who prefer verbal learning), and “Discuss” (social learning between seniors and trainees) [Figure 2].
|Figure 2: Online discussion forum: Trainee–trainee and trainee–senior interactions|
Click here to view
To better understand the impact of this pedagogical tool on trainees' motivation, autonomy, and cognitive engagement, we evaluated 24 3rd year anesthesiology trainees over two semesters. We have conceptualized four interactive video lessons. The videos focused on basics (Principles of Mechanical Ventilation) and technical skills (transcranial Doppler ultrasound examination, basic training in echocardiography, and lung ultrasound tutorial video).
We have conducted a survey questionnaire of the trainees' opinions [Appendix 1] [Additional file 1] . The five sections of the questionnaire were the way of using the video, the frequency of use, the degree of appreciation of the support, the impact on learning, and the assessment of the trainee motivation.
Responses revealed that the majority of trainees watched the videos at least once (22 trainees from a total of 24). Half of the trainees (12/24) said they often watched videos on mobile devices. Analysis of the satisfaction survey revealed that trainees (20/24) tended to appreciate the use of interactive videos. Lessons were considered effective at stimulating and facilitating the learning. All trainees answered the questions in section THINK, and two-thirds of them actively participated in the online discussion forum.
The findings suggest that it may be important to integrate interactive instructional videos into clinical medical education in anesthesiology residency training. This tool will “bridge the gap” between theory and practice and promote the acquisition of basic concepts, clinical, and technical skills. Further research with pre- and post-video exposure testing design is required to measure learning outcomes through results derived from performance exams.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
| References|| |
Jotwani P, Srivastav V, Tripathi M, Deo RC, Baby B, Damodaran N, et al.
Free-access open-source e-learning in comprehensive neurosurgery skills training. Neurol India 2014;62:352-61.
] [Full text]
Jang HW, Kim KJ. Use of online clinical videos for clinical skills training for medical students: Benefits and challenges. BMC Med Educ 2014;14:56.
Morgan H, McLean K, Chapman C, Fitzgerald J, Yousuf A, Hammoud M. The flipped classroom for medical students. Clin Teach 2015;12:155-60.
Strayer JF. How learning in an inverted classroom influences cooperation, innovation and task orientation. Learn Environ Res 2012;15:171-93.
Heitz C, Prusakowski M, Willis G, Franck C. Does the concept of the flipped classroom extend to the emergency medicine clinical clerkship? West J Emerg Med 2015;16:851-5.
[Figure 1], [Figure 2]
| Article Access Statistics|
| Viewed||421 |
| Printed||1 |
| Emailed||0 |
| PDF Downloaded||23 |
| Comments ||[Add] |