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Teamwork in Stroke Care.

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Intent: BPPV education resource for patients and carers
Audience: Patients who are interested to learn the basics about BPPV and self diagnosis and treatment
1. Understanding what BPPV is
2. Do you have BPPV
3. Understanding self treatment of BPPV

Setting is a conference and powerpoint presentation with two embedded videos and handouts

https://www.dropbox.com/s/todlk09jl4txu0w/BPPV.pptx?dl=0

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the filmmaker's eye pdf

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Sometimes we may have to include a negative demonstration video to teach a relevant point.

Furthermore, one can use video for entertainment, to give students a break. Not necessary to teach content. Do not be so serious Ha ha.

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I used the video "Physical Assessment" in Nursing 

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I used the video "Physical Assessment" in Nursing 

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We teach Nursing students how to examine and assess physical activities of the simulators.
After teaching them the theory of procedures, what to examine and assess the patients video with simulators is given to them so they can imagine what to do after having the principle.
This is much efficient for students and easier to practise if they are requested to do. Moreover, it is more attractive and enjoyable for students
https://www.youtube.com/watch?v=CZ9M-2UdODg

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I think that using video be more and more important in medical teaching.  And the presentation of Prof Poh Sun Goh today shows me that how to produce an acttrative video.  

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I think that using video be more and more important in medical teaching.  And the presentation of Prof Poh Sun Goh today shows me that how to produce an acttrative video.  

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I'm an emergency doctor. I sometimes use videos in my presentation. I never make my own video, I often use clinical skill videos in reliable sites such nejm.

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I have also used the IMH video on generalised anxiety in teaching

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Videos I have used in teaching

https://youtu.be/EB2opEiyk-g
Royal College of Psychiatrists UK - video "a different life" - produced to encourage medical students to consider a career in psychiatry.
I use it to allow the undergrad students on rotation in M'sia - a glimpse at what a medical student on rotation in UK might be experience, eg a doctor asking consent from a patient about the presence of a medical student.

Following is a video produced by Newcastle Uni
with SP simulating flight of ideas in mania & pressure of speech.
I found it because students use to ask me to explain, and I tried to simulated it myself ... Trying to repeatedly simulate pressure of speech and flight of ideas is exhausting  .... However .. I late realised that the speech in the video was very fast and included cultural references that the students may not get
So I actually transcribed the speech ... So they could read and follow it ... So they could understand ... That flight of ideas ... The ideas do have some rational connections ... Like rhyming or punning etc ... Which needed to be in writing (and had to explain the cultural context ... eg Eastenders it a soap on British TV and that soap character is bald and the connection with theBritish Olympic swimmer Duncan ..... Connection s that they are a both bald ... This would not have been automatically be understood by a student Not from UK.

https://Vimeo.com/13268336
Psychiatryteacher

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Examples of Videos - How to eat ice cream without a spoon
1. Good instructions with clear steps - https://www.youtube.com/watch?v=njKNG0t9bXU
2. Terrible cam views, no scripts, bad lighting - https://www.youtube.com/watch?v=wRl_rQ7NvAM
3. No intructions but the video explains it - https://www.youtube.com/watch?v=RXHov8MKSww
4. Same as above (3) - https://www.youtube.com/watch?v=LNG69alLWD0

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To make a good video:

Consider 1) relevance 2) cognitive overload 3) engagement 4) intent 5) technology to use such as windows movie maker, office mix.

Most important of all. Keep it short.

ET

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1. videos does not need to be didactic, make it more interactive by adding questions
2. Creating a erepository of all the resources which can be used whenever necessary
3. Videos may not be timeless as the interest of the videos may vary depends on the audiences cognitive overload, emotions etc

To make a good videos, consider the lighting, environment, angle which the videos captured.

Software such as Windows movie maker is good for beginners, however, Adobe CS5, Pinnacle does a good job and it is easy to use for editing the captured videos.
Having a tripod is a good option, this reduces unnecessary movements which may distract the attention.

https://www.youtube.com/watch?v=7SyTpEdhBLw - the background has been covered with a dark cloth, this reduces the learners attention not to get distracted.

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1. Don't record during rain
2. Use microphone for good sound recording
3. Use right software
4. Prepare script
5. Rehearse
6. Ask what you trying to convey and who your audience is.

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videos on benign positional vertigo, diagnosis and management

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videos on benign positional vertigo, diagnosis and management

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https://youtu.be/Ew14aZqiUrw
https://youtu.be/KLt2LtISPmQ
https://youtu.be/iOJOArGmepM
https://youtu.be/7ZgUx9G0uEs

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Work with professionals to make a better product, quicker
QUIK
script and practice round before shooting
tripod
office mix for windows
adobe presenter
nus breeze
screen temptasia studio
scripting
frames
decide on the reason for video
who the audience is

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Personal Reflection:
Most important take away points are the importance of appropriate content that will meet the learning objectives and knowing your audience.
In the next several weeks I will comb through the resources in the 12 tips video blog and work on producing a promotional video for my project.

Personal Reflection:
Seeing the video samples and hearing the subsequent discussions and tips, a common thread that emerged was the necessity to understand your audiences' backgrounds and perspectives and what the requirements are for your video to take your audience to where they need to be by the end of the experience. This requires detailed planning and multiple iterations.

Personal Reflection:
This mornings discussion reminded me of the same challenges that are encountered when using powerpoint for a presentation. Powerpoint like video is a tool but the content is one of the most important aspects. As a facilitator of our departmental teaching I all too often encounter novice presenters who use Powerpoint as a means of regurgitating lines from a textbook while dressing it up by using eye catching design and flashy animation. As I have gained more experience in presenting and using Powerpoint I have come to the realisation that the content and the presenter herself is really what is most crucial. It appears that the same can be said about video.

My Video Samplings:

This video is on an OSCE thyroid exam that I though was fairly well done.
https://www.youtube.com/watch?v=qrJxAldD7Zc

Personal Reflection:
Flipped Classroom in 60 seconds video
Certainly can be a more effective model of learning, but the challenge I have found is getting the learners to complete the pre-class activities.

Corneal FB removal video
Efficient at relaying information that would be more cumbersome to describe by text alone. Very focused purpose to video.

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Definitely something worth learning as this is the way education/learning is going, not just for medical content but anything else you want to learn about.

Power Point Office Mix

lip trills    https://youtu.be/Pt_grtSTfAg

7 ways to get quality videos with smart mobile phone

Rotate my video.net

The Filmmaker's Eye

Copyright issues: unless it's stated specifically-do not cite, do not use, etc- usually can be used.
If not sure, ask for permission

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Video is benificial for a large number of students but it has some side effects for creators.

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It is really good to hear many points from the peers such as length of video, narration, panoramic views. Videos is definitely a good technology to teach without much distraction from the learners.
Some of the below points can be elobrated

1. Ho much length a ideal video should be in relation to concentration vs distraction of the learners
2. Are videos alone is good or videos with narration is good
3. Does the video should be audience centric or content centric?

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Good discussion on types, examples and roles of videos.

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1. videos intended to invigorate the students on a topic - should be made fun and exciting to make them more interested in a topic
2. procedural/case videos (real) - have to catch it in the hospital with real patients. Not much time for planning. Having the physical resource is more important than nice narration, video editing, lighting etc. Just film it with any device available but make sure resolution is good and what you want to capture is captured in the right perspective.
3. procedural/case videos (staged) - useful when there are learning points that you want to bring out, or things you want to show very clearly. try and give more time and thought to the planning. Sometimes it may require additional graphics to make explanations even clearer.
4. "lecture" sort of narrative video to transfer information about a topic - these can be in the form of narrated PowerPoint slides published in video format. Main thing is, "what do you want to say/tell?" Have clear learning objective is important. Once LO is clear, list down an outline of what should be included, then begin to draft the script and put together a set of slides. This is when the other multimedia you have developed could be added.

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See one do one teach one may still be a good adage in surgery

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See one do one teach one may still be a good adage in surgery

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Everything still seems daunting to me. Fully agree that a video when used appropriately conveys a message powerfully.

I think these videos should be useful for me:
https://www.youtube.com/watch?v=H4S1Afq4fps
http://www.youtube.com/watch?v=oQN7fCIa5Uc
but the resolution isn't good

This video https://www.youtube.com/watch?v=_dBPKBg8jXMon the swallowing function may be a good instructional tool for trainees

PM session
Good presentations from different individuals to show  positive and negative uses videos.
Glad that copyright issues will not be a problem as long as we accredit the source, unless otherwise stated that permission is required.

Good resources:
rotatemyvideo.net
7 ways to get pro quality video from your smartphone

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Videos can help to illustrate key concepts effectively and convey messages clearly

However a video alone may not be sufficient and is not a replacement - it needs to be supplemented with articles, exercises and experiences

Setting aside pre-classroom work with videos is beneficial to aid discussion and valuable interaction during classroom time

Allows for own time, own pace learning and to revisit

When creating videos, it's important to consider the purpose and intended audience

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22nd June 2016  10.25am my reflection so far

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22nd June 2016  10.25am my reflection so far

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Course is very different from all other courses I've attended before but I'm happy the facilitator is doing in real time what he hope to teach us. It's already clear by this point that this course is going to be more than just the use of videos for medical education but really about using media technology to teach. It's really about moving away from the traditional lecture theatre didactic model that most of us are so used to. Many ideas shared by other participants and I have already gained some ides on how to move ahead with my own plans to incorporate videos into my own teaching resources.

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Notes for future reference to improve quality of video production June 22,  16

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Notes for future reference to improve quality of video production June 22,  16

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1. Use flipped classroom for undergraduate teaching.
2. Videos are a supplement to other teaching material and not a replacement.
3. Storyline, deciding on what messages to convey and knowledge to impart and using appropriate narration is all part of the production process.
4. Schedule appropriate time and seek help from professionals.
5. Delegate production and editing giving example videos from available resources.
6. Content and relevance is more important than aesthetics.
7.

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CenMed Workshop June 22nd "Live" blogging...

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CenMed Workshop June 22nd "Live" blogging...

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Some concepts shared and discussed during introduction session:

1. Why Use video in medical teaching and learning?
A. Instructional
B. Procedural / Surgical Skills
C. Consultation skills
D. Clinical Skills - signs and symptoms
E. Because it is more engaging --> hence, easier to "consume"
2. Scalability and Increasing sophistication of videos used
3. Technicalities of medical video production: simple to sophistication; basic
skills involved in uploading and sharing of videos
4. Video source / Copyright issues
5. Need for planning: storyboarding  / revision and editing / similar to coming up with a PowerPoint presentation
6. Optimal Video Length?
7. Need for a dedicated team with essential skills in video editing and making
8. Video Making takes time - complexity of the intended content matter / editing
9. How to make videos effective and impactful?
A. Good to identify who the intended audience are
10. Using videos appropriately in conjunction with other tools of teaching (e.g. Social interaction, communication etc) [and not just on its one]
11.  Many Content online - Most visited / Most cited
12. Technical Issues: Various formats and conversion? Editing? Quality? Live
narration?
13. Quality of content and audio emphasis trumps aesthetics.
14. Flipped classroom and integration of material into education plan (curriculum) - Why / What / When

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Advantages of using video:
Student-centric: Students can learn at their own pace
Revisit certain concepts during e-lecture
Not limited by physical location

Criticism:
Time and resource required during development phase (however, benefits>costs)
Learning curve for beginner teachers
Design and quality varies widely (as evident in YouTube medical video)
? Need for gate-keepers to control quality.

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Videos supplementing lectures or reading materials can provide clearer understanding and better grasp of the knowledge to its targeted receiver. Yet, this will be determined by the Quality of videos to be used. Choosing the appropriate videos should be timely and relevant to the topic and catchy to the audience. This will be the challenge in using videos in medical education.

I'm currently involved in formulating the training program of our department. As we work on different shifts in our department, Our staff do missed out on some lectures. It would be ideal then to create videos of core topics (e-learning) as part of our curriculum.

https://youtu.be/n23AO1h5js0

https://vimeo.com/155633886

https://vimeo.com/132345896
https://youtu.be/8xibzOM7Hp0

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Anatomy for Emergency Medicine 04: LisFranc Injuries

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So how did a gynaecologist get a foot injury named after him. And what on earth is it anyhow. This is a quick run through the relevant anatomy that you need to understand this injury. Enjoy!

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I teach neurosurgery residents. I think using videos to teach basics as well as nuances  in operative neurosurgery would be a useful thing. Also clinical neurological examination especially those with dynamic signs ( eg. abnormal eye movements,  clonus, tremors, seizure semioligy etc) are areas where only videos can realistically portray compared to other media.

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I teach neurosurgery residents. I think using videos to teach basics as well as nuances  in operative neurosurgery would be a useful thing. Also clinical neurological examination especially those with dynamic signs ( eg. abnormal eye movements,  clonus, tremors, seizure semioligy etc) are areas where only videos can realistically portray compared to other media.

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Reflection:

I personally prefer watching videos over studying from text
books or printed content.

Videos can be used to explain complex concepts &
integrate content; videos can be engaging if done well.
Each individual is different in the way he/she learns, individuals who prefer to watch
videos could be more visual. 

High Resolution videos with good graphics/animation can
convey clinically relevant information to students.

The added advantage is that for weak students there is an
opportunity to review the content in the videos as many times as needed until
the concept is clear, pause and continue at their convenience and at their own
pace.

If the video can be created & optimized in such way
so that it could be used across multiple mobile platforms, so that the students can
watch the video on the move or during their spare time in between lectures or in
between clinical postings.

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Reflection:

I personally prefer watching videos over studying from text
books or printed content.

Videos can be used to explain complex concepts &
integrate content; videos can be engaging if done well.
Each individual is different in the way he/she learns, individuals who prefer to watch
videos could be more visual. 

High Resolution videos with good graphics/animation can
convey clinically relevant information to students.

The added advantage is that for weak students there is an
opportunity to review the content in the videos as many times as needed until
the concept is clear, pause and continue at their convenience and at their own
pace.

If the video can be created & optimized in such way
so that it could be used across multiple mobile platforms, so that the students can
watch the video on the move or during their spare time in between lectures or in
between clinical postings.

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Teaching experience and current responsibilities:
Mainly teach year-1 & year-2 medical students for the past 6 years. Usually teach small group (class size 16 to 20 students). I use videos sparingly in my Powerpoint presentation to explain a complex concepts.
Have used video content developed by the Med Edu Unit of YLLSOM. Involved in Collaborative Learning & i-Tutorials using Learning Catalytic platform where videos can be embedded and it is an interactive platform. Involved in developing new teaching content.

Proposal of how you intend to use videos in your teaching setting 1.
I would like to explore the idea of developing new videos which I can use in large group setting (300 students). 2. The challenge is to make sure that every (atleast majority) student is engaged in the class with the video & is actively learning. 3. I also would like to test students in the class if possible using videos of clinical Vignettes.
AARELLE

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I've completed my Master of Medical Education from the University of Warwick back in 2007. Back then videos weren't widely used as an education tool and the use of videos was not covered in that Programme. I have not checked on their latest curriculum but I would be very surprised if that is not included now. Videos are being widely used in so many aspects of medical education. For myself, as a surgeon, one of the best ways to learn new surgical skills, short of having someone experienced operate right next to you is to watch either someone else operating live or failing that a video of that operation. However, just watching the video has limited learning potential which can be much enhanced by a narration on what's Going on. I've benefitted tremendously watching videos made by others, some brilliant, some less so. I wish to be able to do my part in return and create some good quality videos to teach various Surgical techniques. My other wish is to prepare an online PowerPoint Lecture so that I can 'flip the classroom' for a tutorial that I've to present repeatedly to different groups of students several times a year. I look forward to learning loads on the course tomorrow.

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I've completed my Master of Medical Education from the University of Warwick back in 2007. Back then videos weren't widely used as an education tool and the use of videos was not covered in that Programme. I have not checked on their latest curriculum but I would be very surprised if that is not included now. Videos are being widely used in so many aspects of medical education. For myself, as a surgeon, one of the best ways to learn new surgical skills, short of having someone experienced operate right next to you is to watch either someone else operating live or failing that a video of that operation. However, just watching the video has limited learning potential which can be much enhanced by a narration on what's Going on. I've benefitted tremendously watching videos made by others, some brilliant, some less so. I wish to be able to do my part in return and create some good quality videos to teach various Surgical techniques. My other wish is to prepare an online PowerPoint Lecture so that I can 'flip the classroom' for a tutorial that I've to present repeatedly to different groups of students several times a year. I look forward to learning loads on the course tomorrow.

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Using videos in education is a great tool, particularly it attracts the attention of the learners. This tool enables effective learning and makes complex task easy for the learners. I do agree 

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Using videos in education is a great tool, particularly it attracts the attention of the learners. This tool enables effective learning and makes complex task easy for the learners. I do agree 

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that using such tools will increase the retention of information. However, I always wonder choosing the right content for effective teaching. Because the right content is the key in effective teaching, failing this will loose the interest of the learner.

Quality of videos is important  to improve the effectiveness of teaching. For example, if a video is filmed with inadequate lighting may compromise the accuracy of observations leading to self assumptions. Similarly, consideration should be given to the background environment of videos. Unnecessary noise, movements may distract the attention of the observers.

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I have used videos for medical education in the past but hope to refine my skills further

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I have done this before and I must say that the experience was great. Students are more engaged and the Teachers are more motivated as well, at the same time, a timely reminder to get all the facts right ha ha.

But then again, a video will be subjected to multiple revision before it will see the living daylight. Medical knowledge is ever changing so the video will also become obsolete in time to come.

All in all, multimedia video is attention grabbing and students will appreciate them. Furthermore, it allows access almost 24/7.

I will share more ..........

See everyone tomorrow !!

ET

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Personal reflection.
I enjoy TED talks but enjoy them in several ways, sometimes reading the transcripts, other times listening to audio only or watching the videos.

"To play or not to play" mentions my main concerns "overcome technological barriers" & "comply with copyright law".

The Dwyer quote is compelling re recall and retention is greater when telling and showing is combined.
Reading the BMC article "OSCE videos offer limited interaction - useful but not sufficient, need integration" reminded of faculty who believed that watching clinical skills video could / should replace clinical tutor demonstrations i.e. Stance that Video are "sufficient" to teach clinical skills. I like the analogy "videos aren't silver bullets"

I was initially inspired to embrace flipped learning after first seeing the Salman Khan TED talks 4 years - so videos can have a powerful impact. I enjoyed the Christopher Emdin Ted talk but will reflect on whether my modelling the "hellfire and brimstone" dogmatic preachers of yore would improve my teaching style or not, but "compelling storytelling" makes intuitive sense.

The 12 tips article & Mayer "applying science of learning" helped answers some of my questions

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Personal Reflection

Any videos that we watch leaves an imprint to us, much more when we watch instructional videos, procedural videos and others. Videos are very powerful as it requires the attention of the viewer to fully comprehend the content of it and unlike any other media like books, audio recordings and others, videos as a tool for teaching and learning provides another avenue for teachers and students to be engaged and associate theories and basic science to fit together.

Although it is challenging to produce medical videos, the reward is much more appealing and as a video editor and production assistant, I am involved in producing videos from scripting, shooting and editing. This is a very exciting thing to do as I see first hand on how a video will come to play an important role
in molding future medical practitioners.

As the conclusion of the article "To Play or Not To Play" mentioned that "Faculty, administrators, and learners find that multimedia electronic learning enhances both teaching and learning."

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After reading “To Play or Not To Play: Leveraging Video in Medical Education”, I feel that Video can be Interesting and good for Demonstration to improve Engagement but Organising it can be challenging. Despite the production, copyright issue and final technical playing are challenging, I believe with proper training and preparation, it will run well. This article makes me recall my personal experience of watching NEJM videos during MBBS exam preparation, and YouTube video during MMED exam preparation, video certainly help!

The article “Use of online clinical videos for clinical skills training for medical students: benefits and challenges” resonate with me. I like the “own time, own target” concept and the availability of video for revision. On another hand, some students still have negative responses to it, speculating that video as teaching tool might not be something one size fit all.

I teach residents, medical students and graduate diploma trainees in my specialty. Video is an aid to powerpoint presentation for me and a great communication reflection tool in training the residents.

I wish I can create short videos like what Dr Amal Mattu did for his ECG website, and make it available on mobile device for students to use it on-the-go!

Reflection
- Various use of video in teaching - surgical, consultation, skills, etc
- Planning is important - know the objectives, planned it well, get the story board and expertise, then just do it!
- No fixed model for video in teaching - it can be live video, slides with narratives, muted video with revised audio script, etc

more reflection...
- Do it to LEARN it
- few tips of making video- SOUND is important! Good lighting and camera position is important! Don't ever record it during raining day.
- Short video does take long preparation! Good plan, story board, scripts, rehearse and rehearse.
- Remember that learner might not care much about the visual presentation but more on the quality of the content delivered.
- Presenter great helping hand - screencasting - office mix , adobe presenter , screencast, camtasia studio, etc

Few videos
- I like the Dr Amal Mattu ECG teaching (https://www.youtube.com/watch?v=gDyKZ31vjWY) and MRCGP consult teaching videos (attached as below)
- I like a Taiwan Chinese Medical TV series also.( in mandarin) (https://www.youtube.com/watch?v=c3fLhwNdTWI)

Further reflecting...
- Video can be educational or entertaining
- Use video with attribution or Do it yourself
-

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A Mentor CSA Consultation to help those preparing for the CSA. For more info www.passmrcgp.com or email : mrcgpcourses@yahoo.com For more info www.passmrcgp.com www.mentorosce.com Follow Dr Nigel Giam on Facebook @ MentorMRCGP and @ MentorOSCE https://www.facebook.com/mentormrcgp/ https://www.facebook.com/mentorosce/ Twitter - MentorMrcgp and MentorOsce https://twitter.com/MentorMrcgp https://twitter.com/MentorOSCE For strategic tips on all aspects of undergraduate medical final exam preparation, GP training and assessment.

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Personal Reaction

After watching the TED videos, I found the transcripts to be much less engaging and daunting to read through. The videos were definitely more appealing and engaging. I agree, with the speakers, that videos can aid to simplify complex concepts and be increasingly effective in engaging an audience. Videos, in addition to, traditional teaching methods can help encourage interaction and engagement to continue the learning process.

E-learning also allows for the concept of “own time, own pace” learning. It was interesting to see that in the article, Use of online clinical videos for clinical skills training for medical students: benefits and challenges (BMC Medical Education, 2014), students used videos to review difficult concepts, refresh memory and learn skills that can’t be observed directly/taught in class. On the flipside, the results showed that videos assisted with retainment and understanding of learnt skills and augmented self-learning and revision.

Lastly, although the use of videos are very beneficial, the use of traditional methods of teacher-student or peer-peer interactions are still crucial for clarifications, questions and discussion. We are, after all, social beings and we need a combination of both videos/technology with interactions to extract the most out of the learning experience.

Teaching experience and current responsibilities

Minimal teaching experience

Only recently began training new graduate staff

Occassionally give powerpoint presentations as teaching materials with the incorporation of simple videos

Proposal of how you intend to use videos in your teaching setting

I intend to use videos to facilitate learning and increase engagement. Additionally, I feel like prescribing videos as pre-reading tasks allows for continued discussion during personal interactions.

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I've been working for Hanoi Medical University as a lecturer of histology and embryology for 13 years. Our main tasks now are: (1) delivering the lecture for year 1 and 2 students, (2) constructing the students to observe and diagnose the structure and the development of the embryo' and adult' tissue, (3) conducting a research to clarify the theory related to the subject, (4) carrying some techniques to serve the patients. As far as I know, online video is a powerful teaching and learning tool for medical education, using video offers a bigger advantage in contrast with traditional methods. But to leverage it requires appropriate, effective videos and various difficult strategies. Besides the andeniable  advantages, it shows some disadvantages, for example, video clip alone is not enough for students to learn skills, they need to interact with teachers and others to get the best results, they need to access the video easily throught primary mobile devices. To get the optimized effect of video in medical training, both quality and quantity of the videos are under consideration. 

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I've been working for Hanoi Medical University as a lecturer of histology and embryology for 13 years. Our main tasks now are: (1) delivering the lecture for year 1 and 2 students, (2) constructing the students to observe and diagnose the structure and the development of the embryo' and adult' tissue, (3) conducting a research to clarify the theory related to the subject, (4) carrying some techniques to serve the patients. As far as I know, online video is a powerful teaching and learning tool for medical education, using video offers a bigger advantage in contrast with traditional methods. But to leverage it requires appropriate, effective videos and various difficult strategies. Besides the andeniable  advantages, it shows some disadvantages, for example, video clip alone is not enough for students to learn skills, they need to interact with teachers and others to get the best results, they need to access the video easily throught primary mobile devices. To get the optimized effect of video in medical training, both quality and quantity of the videos are under consideration. 

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I strongly agree with the conclusion of Jang H. W. et al (2014) that they confirm the overall positive impact of objective structured clinical exams videos on learning of clinical skills. Fostering interactions and using mobile devices are recommended to help students make more effective use of the valuable resources.
I intend to collect good videos and integrate into teaching to foster interactions to ultimate the effectiveness of video on learning and teaching.

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Reading the article: To play or not to play, Use of onlien clinical videos for clinical skills training for medical students; benefits and challenges.
There are many information come up to me. I hope can understand step by step with group work.
Teaching experience:
I used to be the teacher of English for medical students but not applying any video to teaching.
Now I am the manager but still hoping can apply and construct a video teaching for students in the group work.
I have not yet thought out a subject for video teaching but consideration of video teaching some skills for students when they practices.

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Personal Reflection:

In the article, To Play or Not To Play: Leveraging Video in Medical Education (J Grad Med Educ, 2013), I was surprised that the use of video with audio resulted in more than a 3 fold increase in recall 3 days later compared to just images or video without audio. I also completely agree that engaging the audience at the beginning of a teaching session and having content that is emotionally impactful and entertaining is critical to the retention of the educational material.

In the article, Use of online clinical videos for clinical skills training for medical students: benefits and challenges (BMC Medical Education, 2014),  I was reminded of my frustration with the lack of guidance on how to best integrate e-learning tools such as video into an educational curriculum, considering the intensive resources often required to produce e-learning tools. I was not surprised by the feedback that the teaching faculty were often unaware of the existence of the e-learning tools and made no effort to integrate them into their teaching. Teaching faculty are not immune to the digital divide and must be provided the time and opportunity to modernise their teaching methods.  Lastly, as the medical students in this article also alluded to, we must not forget that as human beings we are social creatures that require social interaction, so in our efforts to modernise our teaching we should not restrict faculty and student interaction but leverage on technology to create new opportunities to interact.

Teaching experience:

I have given dozens of Powerpoint presentations for the purpose of medical education over 17 years with approximately 10% of them containing embedded video. I have either assisted in the production or was the sole producer of about 5 videos for educational or promotional purposes. I have conducted and facilitated dozens of small group and large group lectures, workshops, and bedside tutorials.

Current teaching responsibilities:

1.      Medical student ward supervisor year 3 through year 5

2.      Core faculty for Advanced Internal Medicine Senior Residents

3.      Supervision and teaching of House Officers, Medical Officers, Residents, and Registrars

4.      Facilitator of General Medicine department CME

5.      Teaching new skills or new processes related to quality improvement projects

Proposal of how intend to use video in teaching:

My currently quality improvement project involves the development of a decision support platform that allows on demand access to a Questionnaire that guides users through a series of questions that result in recommendations that are actionable. The intent is to automate clinical decision support so that there is a reduction in the need to refer to another specialty for clinical advice which in turn improves productivity, quality outcomes, and resource utilization. Because my approach to the development of decision support rules is novel to many clinicians, I intend to use video to engage, persuade, and educate clinicians so that they can contribute to the development of the platform.

Secondly, I intend to use video to facilitate the education of House Officers and Medical Officers so that it is in the long run less time consuming and results in a more consistent evidence based experience for learners.

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Please read the recommended articles on using videos in medical education. Please write a short 250 word maximum personal reaction, and post this on this Padlet wall, together with a brief description of your teaching experience, current teaching responsibilities, and a short 250 word maximum proposal of how you intend to use videos in your teaching setting. You should complete this assignment before you come to the workshop. We will be developing your proposal further during the workshop.

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Opening comments at workshop, and Take Home Points:

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Opening comments at workshop, and Take Home Points:

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posted by Poh Sun on Sunday, May 6th, 2016 @ 0930hrs

1. Why should one consider using videos in medical education?

What do we teach with? Why do we teach?
What do we hope our students learn? Know and are are able to do?

- telling → illustrating - showing, demonstrating → practice with feedback
(words → pictures → video)

"The impact of visual representation on recall and retention of taught material has been demonstrated. One study of teaching methods found that telling alone, showing material visually alone, and combined telling and showing each resulted in 70% or greater recall at 3 hours (85% for combined). However, retention 3 days later was 10% for telling alone and 20% for showing alone, compared with 65% retention for combined telling and showing."
Dwyer FM. Strategies for Improving Visual Learning. State College, Pa: Learning Services; 1978. pp. 1–20.
quoted by
A Picture is Worth a Thousand Words: Practical Use of Videotape in Teaching
Linda E Pinsky and Joyce E Wipf

https://en.wikipedia.org/wiki/A_picture_is_worth_a_thousand_words

http://www.ragan.com/Main/Articles/Infographic_Why_visual_content_is_better_than_text_48199.aspx

http://www.imediaconnection.com/articles/ported-articles/red-dot-articles/2015/oct/why-people-respond-to-video-more-than-text/

Below from Google search for
"Using videos to teach"

http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html

http://teaching.uncc.edu/learning-resources/articles-books/best-practice/using-video/why-use-video

"It is important not to fall into the trap of considering that the use of technology or media is going to be the “silver bullet” that will make students learn or be more motivated. The learning activities that students perform with videos are a critical part of the learning outcomes and motivations (Boyle, 1997). That is, simply presenting information in a stimulating digital video format will not automatically nor necessarily lead to in-depth learning (Karppinen, 2005). Rather it is the pedagogy, the well crafted message, the whole approach, and design that are the critical elements, not the media".
above quote from website below
https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/video-teaching-and-learning/guidelines-for-video.html

https://en.wikipedia.org/wiki/Multimedia

Applying the science of learning to medical education
Richard E Mayer
MEDICAL EDUCATION 2010; 44: 543–549
http://medicine.fiu.edu/_assets/docs/learning-and-teaching/applying-the-science-of-learning-by-mayer.pdf

"In this paper, we discuss creative applications of videotapes in three major categories: presenting information, triggering discussion, and as a tool for direct self-observation and feedback."
A Picture is Worth a Thousand Words: Practical Use of Videotape in Teaching
Linda E Pinsky and Joyce E Wipf
J Gen Intern Medv.15(11); 2000 NovPMC1495618
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1495618/

http://fortune.com/2016/06/14/facebook-video-live/?iid=leftrail
"On the shift toward video, Mendelsohn said: “The best way to tell stories in this world— where so much information is coming at us—actually is video. It commands so much information in a much quicker period so actually the trend helps us digest more of the information in a quicker way."
”http://www.businessinsider.sg/facebook-is-predicting-the-decline-of-text-2016-6/?_ga=1.110336581.1995228701.1440767561?r=UK&IR=T#.V2JSj-Z96Rs

2. How could one start to do use videos?

What are some of the key tips and ideas one should be aware of?

https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/

http://weill.cornell.edu/education/resources/webservices/id_presentation_video.html

http://designingeffectivelearning.blogspot.sg/

http://www.bbcactive.com/BBCActiveIdeasandResources/EducationvideosTenwaystousethemwell.aspx

3. How could you blend videos with your current teaching?
e.g. the purpose of this video ..... (provide link) .... is to illustrate, or to demonstrate the following .... for the following purpose ...... before or during class ..... in order for the students to understand /  to know how to / to start a discussion on ......

4. As you go through this workshop, please take notes, refine your educational project, and post this on the Padlet wall elaborating on your original pre-workshop post further

At the end of the workshop, soon after the workshop - please go back to your original Padlet post, and

1. Write down the key messages/ideas that you feel resonate with you, and that you might find useful
2. Write down why you feel these messages and ideas might be helpful in your educational setting
3. Write down how you intend to use/apply these ideas

(What you take away from an educational session, what you are able to recall, and apply is ultimately an indicator of successful individual learning).

Take Home Points:

1. Use existing videos available online - curate and index useful videos, to improve access /accessibility

2. Work with professional videographers and instructional designers (existing institutional)

http://cit.nus.edu.sg/video-production/

http://www.cdtl.nus.edu.sg/technology-in-pedagogy/

3. Observe best practices, and incorporate these into your own practice
4. Try out, experiment, get feedback, gather evidence, reflect on practice
5. Start slowly, and progressively and cumulatively gain experience, expertise and confidence
6. Always consider your learning objectives, and apply best practices in instructional design and educational pedagogy
http://www.slideshare.net/dnrgohps/elearning-erepositories-and-escholarship (eLearning, eRepositories and eScholarship)

"Based on these ideas, it is possible to sketch in a few thoughts about what teachers need to do to support learning.  They have to make sure that the point of the learning is clearly communicated to everybody involved and that there is shared understanding of what it means to get there. Educators need to watch for the actions that show that people are starting to move toward the aims of the learning and support those actions.  Learners need to have material structured in a continuum from easier ideas and actions toward more challenging ones, so when they have mastered simpler processes they can tackle the more complex ones that build on them (this is referred to as “scaffolding”).  The drive in learning is toward understanding and mastery, meaning that educators have to ensure that learners finish the course feeling that they have achieved these two elements.

In the introduction I suggested that responsible teaching recognized the following principles:

Encourage active learning.  People need to learn by doing wherever possible, rather than simply hearing or reading about how to do.

Allow people to have some control over their own learning.

Build connections between what is being learned and the experiences of learners, moving over time toward more complex ideas.

Encourage collaboration and conversation between learners."

above from blog post below

https://tomprof.stanford.edu/posting/1495 (how do people learn)

https://elearningindustry.com/8-tips-keep-mind-creating-elearning-courses-adults

7. Ultimately, our aim is to blend and combine video with other instructional formats, to give our students choices, to move from a teacher centric to learner centric paradigm.