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      TiHoVideos: veterinary students’ utilization of instructional videos on clinical skills

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          Abstract

          Background

          The YouTube channel “TiHoVideos” was created by the University of Veterinary Medicine Hannover, Foundation (TiHo) to enable easy, public access to the university’s instructional videos as an additional support for learning clinical skills. Video production is expensive and time-consuming. To be able to optimize video production and aligning content to student needs we wanted to know if and how our students use these videos.

          Results

          Results show that the participating students primarily prepared for learning stations in the Clinical Skills Lab (CSL) by watching TiHoVideos at home on tablets or laptops and then concentrated at the CSL on learning the practical skills hands on. The videos available on TiHoVideos are rated as being a “very helpful” educational tool when preparing for CSL learning stations.

          Conclusions

          Instructional videos represent an unquestionably suitable medium to aid veterinary students learn practical skills and a contribution to animal welfare by reducing the use of live animals in undergraduate veterinary education. The university’s production of educational video material proves to be worth the effort because the videos are being used, appreciated and well-rated by TiHo students for their learning experience.

          Supplementary information

          Supplementary information accompanies this paper at 10.1186/s12917-019-2079-2.

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          Use of online clinical videos for clinical skills training for medical students: benefits and challenges

          Hye Won Jang, Kyong-Jee Kim (2014)
          Background Multimedia learning has been shown effective in clinical skills training. Yet, use of technology presents both opportunities and challenges to learners. The present study investigated student use and perceptions of online clinical videos for learning clinical skills and in preparing for OSCE (Objective Structured Clinical Examination). This study aims to inform us how to make more effective us of these resources. Methods A mixed-methods study was conducted for this study. A 30-items questionnaire was administered to investigate student use and perceptions of OSCE videos. Year 3 and 4 students from 34 Korean medical schools who had access to OSCE videos participated in the online survey. Additionally, a semi-structured interview of a group of Year 3 medical students was conducted for an in-depth understanding of student experience with OSCE videos. Results 411 students from 31 medical schools returned the questionnaires; a majority of them found OSCE videos effective for their learning of clinical skills and in preparing for OSCE. The number of OSCE videos that the students viewed was moderately associated with their self-efficacy and preparedness for OSCE (p < 0.05). One-thirds of those surveyed accessed the video clips using mobile devices; they agreed more with the statement that it was convenient to access the video clips than their peers who accessed the videos using computers (p < 0.05). Still, students reported lack of integration into the curriculum and lack of interaction as barriers to more effective use of OSCE videos. Conclusions The present study confirms the overall positive impact of OSCE videos on student learning of clinical skills. Having faculty integrate these learning resources into their teaching, integrating interactive tools into this e-learning environment to foster interactions, and using mobile devices for convenient access are recommended to help students make more effective use of these resources.
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            Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes.

            I. Bickle, G Gormley, Michael Stevenson … (2008)
            e-learning is established in many medical schools. However the effectiveness of e-learning has been difficult to quantify and there have been concerns that such educational activities may be driven more by novelty, than pedagogical evidence. Where some domains may lend themselves well to e-learning, clinical skills has been considered a challenging area for online learning. The aims of this study are to assess undergraduate medical students? perceived level of IT ability and accessibility, and attitudes towards e-learning in basic clinical skills education, compared to other teaching methods. A self-administered questionnaire was developed to capture undergraduate medical students: (i) demographic details (ii) perceived level of IT ability and accessibility (iii) experiences and attitudes towards e-learning and clinical skills training. Responses were linked to student?s performance in a clinical skills OSCE. The majority of students reported good access to computers and the internet, both on and off campus and appear confident using IT. Overall students felt that e-learning had a positive impact on their learning of clinical skills and was comparable to other traditional forms of clinical skills teaching. Students who displayed deep learning traits when using e-learning, performed better in clinical skills OSCEs. Undergraduate medical students value the use of e-learning in clinical skills education, however they vary in their utilization of such learning environments. Students rate e-learning just as highly as other traditional methods of clinical skills teaching and acknowledge its integration in a blended approach. Developers of clinical skills curricula need to ensure e-learning environments utilize media that encourage deeper approaches to learning.
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              Veterinary students' usage and perception of video teaching resources

              Amanda L Roshier, Neil Foster, Michael Jones (2011)
              Background The purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future. Methods A focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage. Results Students highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination. Conclusions The students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education.
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                Author and article information

                Contributors
                Lina R. Müller:
                ORCID: http://orcid.org/0000-0002-5873-6171
                lina.mueller@tiho-hannover.de
                Andrea Tipold: andrea.tipold@tiho-hannover.de
                Jan P. Ehlers: jan.ehlers@uni-wh.de
                Elisabeth Schaper: elisabeth.schaper@tiho-hannover.de
                Journal
                Journal ID (nlm-ta): BMC Vet Res
                Journal ID (iso-abbrev): BMC Vet. Res
                Title: BMC Veterinary Research
                Publisher: BioMed Central (London )
                ISSN (Electronic): 1746-6148
                Publication date (Electronic): 11 September 2019
                Publication date PMC-release: 11 September 2019
                Publication date Collection: 2019
                Volume: 15
                Electronic Location Identifier: 326
                Affiliations
                [1 ]ISNI 0000 0001 0126 6191, GRID grid.412970.9, E-Learning Department, , University of Veterinary Medicine Hannover, ; Bünteweg 2, 30559 Hannover, Germany
                [2 ]ISNI 0000 0001 0126 6191, GRID grid.412970.9, Small Animal Clinic, Neurology, , University of Veterinary Medicine Hannover, ; Bünteweg 9, 30559 Hannover, Germany
                [3 ]ISNI 0000 0000 9024 6397, GRID grid.412581.b, University Witten/Herdecke, ; Alfred-Herrhausen-Strasse 50, 58448 Witten, Germany
                Author information
                http://orcid.org/0000-0002-5873-6171
                Article
                Publisher ID: 2079
                DOI: 10.1186/s12917-019-2079-2
                PMC ID: 6737648
                PubMed ID: 31506098
                SO-VID: 24dee4fa-fe1b-41f0-8545-9cf80937b291
                Copyright © © The Author(s). 2019
                License:

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

                History
                Date received : 6 March 2019
                Date accepted : 5 September 2019
                Categories
                Subject: Research Article
                Custom metadata
                issue-copyright-statement © The Author(s) 2019

                ScienceOpen disciplines: Veterinary medicine
                Keywords: veterinary education,e-learning,distance learning,educational video,clinical skills,students
                Data availability:
                ScienceOpen disciplines: Veterinary medicine
                Keywords: veterinary education, e-learning, distance learning, educational video, clinical skills, students

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