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Bruce Heavin, cofounder of lynda.com, gives an inspiring and whimsically illustrated talk about following your curiosity and embracing failure as the stairway to success.

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additional resource from AMEE Webinar April 2019

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AMEE presentation on making your own video...

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https://www.mededworld.org/Webinars/Webinar-Items/AMEE-MEW-Webinar-150-Designing-and-using-video-to.aspx

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MedEdWorld - AMEE/MEW Webinar 150: Designing and using video to support learners - If I video will they watch?

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https://medicaleducationelearning.blogspot.sg/2017/05/cenmed-workshops-in-may-and-june-2017.html
https://medicaleducationelearning.blogspot.sg/2016/04/collected-medical-education-activities.html

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An eye opener for a tech-phobic person like me! Thank YOU for giving me the confidence to try and make my own video. Your EduTech Team has been superb, highly encouraging and very knowledgeable in their sharing. I am enabled to embark on DIY educational videos; it truly is a journey. I am convinced of the power of videos in increasing educational effectiveness and enhanced outcome

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Video is quite a useful tool especially to teach the skill and procedure related to medical education.

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Video is quite a useful tool especially to teach the skill and procedure related to medical education.

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Can see repeatedly if need to digest further.

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I am a general surgeon working in NTFGH. I use to teach undergraduate medical students and PGY1.

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I am a general surgeon working in NTFGH. I use to teach undergraduate medical students and PGY1.

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I take tutorials, bedside teaching and simulation sessions to teach. Sometimes, I use edited videos of operations to educate junior Doctors and medical students.I want to learn how to make video of power point presentation, how to download videos from websites and insert in power point presentations and how to edit teaching videos.

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Usage of videos in education enhance the teaching and learning, leading to better learning outcomes, but it is still a challenge to replace traditional teaching methods with multimedia tools as they have their own limitations too.

Current Role: Administrative support

Proposal: Replace didactic teaching with interactive video/multimedia tool
Usage of video triggers for communication course

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My Thoughts..And More to Think Through...

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My Thoughts..And More to Think Through...

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At the hospital, it is a common sight to see heads bent, eyes glued on mobile phones. These mobile devices are becoming more and more integral in our daily lives that it is easier to leave home without cash on hand than to leave without our phones.

With the above premise, we can deduce that we can make full use of this evolving human nature in putting some educational value in teaching students. As the articles suggest, use of videos for student learning has great benefits. People can practically learn new skills outside of the classroom by just watching instructional videos. I agree that at times better learning can take place by watching videos over and over than sitting in a class. I agree as well that videos add zest to presentations especially to kick off or sustain the interest of the learners.

Beneficial it may seem, however, there are also challenges.

Would be good to find out more on:
1. When would it be most appropriate to use videos in teaching?
2. What are the technical considerations?
3. Copyright issues
4. Consent taking
5. Uploading content in the internet
6. Choosing the right content, download the right materials
7. How to make better quality videos
8. How to make full use of the mobile phone in making videos

Current Role: Backend support

Proposal:
Do up a video guide for our tutors

Looking forward to class. : )

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Japanese medical school tests surgeons with origami, sushi and insects

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A Japanese hospital tested young surgeons with origami and sushi making, only super nano-sized. Students had to complete 3 tasks to secure an internship at Kurashiki Central Hospital. Fold a 5mm origami crane, reassemble an insect and make sushi from single grain of rice. 15 minutes were given to complete each task.

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video is a powerful medium that has been used to communicate information and knowledge for a long time. however, finding/creating an effective video might be a time consuming task. To identify which parts of the training requires a video is also a skill which we must be familiar with. There are many forms of media which can aid us in teaching, when is video a better choice? How can these videos be made more accessible to students? The articles also shows that videos have been proven as an effective teaching tool however the lack of interaction is often the main barrier. for teaching that requires much interactivity, can videos be also used to enhance the interaction? Or is videos just a distraction.

Current teaching responsibilities
Lead of multimedia team that design and develops videos and graphics for staff training, patient education and public health awareness. Work closely with clinicians and educators to produce training media.

Proposal
Currently working with ENT to develop videos of physical examination techniques for medical students. Currently the students might not get a good visualisation during class demonstrations. A series of videos is proposed to enhance their learning and provide a resource after they have finished the lessons. There are some videos available online, so we assessing if we can utilise them, or shld we create new ones. Another concern might be how these videos can enable the students to remember these steps more effectively.
Looking fwd to share more during the workshop :)

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I am 2yrs into my role as a clinical educator in Allied Health. I organise customised learning activities for students and interns. Our teaching activities occur mostly "on-the-floor" and this method has not changed from my own student days.
Some skills (for example, communication) are difficult to teach, practise and assess using traditional methods. Would video use be a more effective tool in the training of these skills? What methods of evaluation should be paired with videos that we may assess what our students have learnt, and also gather results that indicate the effectiveness of the video aids (well made videos are not cheap to produce....)? Can a good video replace a practical session or is its use reduced to being only a 'trigger'?
We produce videos with an aim in mind- is there such a thing as a badly produced video? Are there framworks that can guide my thinking to avoid wasting a whole lot of effort?

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Pardon the too-quick fingers just now; which even got me to misspell my name
Pardon!

1 The articles are informative and affirms the positive value that I have been attributing to the use of videos in education in general, not just in medical education. In particular the observation that videos are much enabled to
-"Present more information in a given amount of space and time

- Simplify complex concepts

- Clarify pieces of abstract language-based concepts
- Demonstrate concepts/subjects that are in motion and/or relate to one another

- Be more efficient and effective at getting audience attention."
And this is supported by respective research which shows that the incorporation of images into the educational process increases learning retention. Indeed, incorporation of video helps to address the learning needs of both visual and auditory learners and for sure assist to support the effectiveness of learning particularly by providing for the various learning styles as aptly described in Kolb's experiential learning style. Added benefits include providing learners the flexibility to access these videos at their own time for revision or clarification ie portable
2 Videos are great tools for objective review of performance; for the learners, faculty, assessment or certification purposes
3 Technical issues or expertise or lack of may be a barrier though these are totally surmountable
4 Other challenge is to embed; be able to choose the relevant section of respective selected videos to highlight or reinforce respective educational points

Teaching Project
" Effective Clinical Practice: Owning your Style"
Shall share more in class
Looking forward

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“My personal reaction regarding use of videos in medical education”With the increasing availability of a wide range of technology, nowadays, learners have opportunities to interact with a large variety of educational content with their own pace. Research shows that e-learning is effective in supporting medical education and multimedia learning has been shown very useful in clinical skill training. At present, use of videos becomes an important part of the medical education and it is accepted as a powerful teaching and learning tool. It has the power to engage trainees effectively and it can increase learning retention. It also allows flexibility in learning and support the self- study skill. Video clips are found to be helpful in teaching clinical examination method, procedural skills and communication skills when they are used in combined approach: theory, followed by demonstration, then practical session. (practiced on dummy then to do it on real patient under supervision)The important thing is, educators should consider what sort of concept, knowledge and skill to be delivered to this group of learners to meet their practical needs. Such online video clips should be user friendly and well integrated into the curriculum. Drawbacks of such educational videos are lack of interaction but this segment can be fulfilled in the classroom and even more detailed discussion in deeper level can be done according to the knowledge and interest of the participants.For me, online clinical videos related to medical education are found to be useful but it does not mean that to replace reading reference text books. Watching video clips alone is not enough to know the subject in depth and it should be used to support in better understanding the topics, to refresh the memory and to clarify the some points during lecture. I think, it is the good chance for educators to use the media and improving technology in medical education to get better outcomes in teaching and learning process by proper integration with respected curriculum.How I intend to use videos in teaching setting:Now, I am looking after the elderly patients with dementia in geriatric ward; some of them with difficult behavior problems. According to guideline, non-pharmacological approach is the first line of treatment to control the behavior of patient with dementia. Drugs are the second line when non-drug means are unable to control the behavior.I am thinking to take some videos while the patients with dementia develop disturbing behavior such as being aggressive and agitated or when they are having sun downing effect and wanting to go home; and to do video recording how their behaviors are settled by non-pharmacological approach. Such short video clips would be used in in-service training for the geriatric nurses when teaching about dementia. It says, “seeing is believing”. Then, I hope, the participants would be more appreciated the different ways of non-drug, individualized person-centered approach to control the various behaviors of patients with dementia.Avoid using restraints is one of the quality control and key performance indicator for our dementia ward. Last year, a music video titled as “Set me free” was created in collaboration with the music therapist with the intention to establish a restraint free ward and then expanding to “restraint free hospital”.

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“My personal reaction regarding use of videos in medical education”With the increasing availability of a wide range of technology, nowadays, learners have opportunities to interact with a large variety of educational content with their own pace. Research shows that e-learning is effective in supporting medical education and multimedia learning has been shown very useful in clinical skill training. At present, use of videos becomes an important part of the medical education and it is accepted as a powerful teaching and learning tool. It has the power to engage trainees effectively and it can increase learning retention. It also allows flexibility in learning and support the self- study skill. Video clips are found to be helpful in teaching clinical examination method, procedural skills and communication skills when they are used in combined approach: theory, followed by demonstration, then practical session. (practiced on dummy then to do it on real patient under supervision)The important thing is, educators should consider what sort of concept, knowledge and skill to be delivered to this group of learners to meet their practical needs. Such online video clips should be user friendly and well integrated into the curriculum. Drawbacks of such educational videos are lack of interaction but this segment can be fulfilled in the classroom and even more detailed discussion in deeper level can be done according to the knowledge and interest of the participants.For me, online clinical videos related to medical education are found to be useful but it does not mean that to replace reading reference text books. Watching video clips alone is not enough to know the subject in depth and it should be used to support in better understanding the topics, to refresh the memory and to clarify the some points during lecture. I think, it is the good chance for educators to use the media and improving technology in medical education to get better outcomes in teaching and learning process by proper integration with respected curriculum.How I intend to use videos in teaching setting:Now, I am looking after the elderly patients with dementia in geriatric ward; some of them with difficult behavior problems. According to guideline, non-pharmacological approach is the first line of treatment to control the behavior of patient with dementia. Drugs are the second line when non-drug means are unable to control the behavior.I am thinking to take some videos while the patients with dementia develop disturbing behavior such as being aggressive and agitated or when they are having sun downing effect and wanting to go home; and to do video recording how their behaviors are settled by non-pharmacological approach. Such short video clips would be used in in-service training for the geriatric nurses when teaching about dementia. It says, “seeing is believing”. Then, I hope, the participants would be more appreciated the different ways of non-drug, individualized person-centered approach to control the various behaviors of patients with dementia.Avoid using restraints is one of the quality control and key performance indicator for our dementia ward. Last year, a music video titled as “Set me free” was created in collaboration with the music therapist with the intention to establish a restraint free ward and then expanding to “restraint free hospital”.

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 According to experience as a medical student, videos in medical education are really helpful especially in teaching clinical examinations and procedures because in the videos you can see the steps clearly and you can repeat it. One of my concern is that the examination technique in videos should be standardized. Because of being trained in different medical schools, there are some difference in examination technique of the clinical lecturers. I think this issue is one thing we should bear in mind when creating educational videos. Apart from clinical examinations and procedures, videos can be used to show case scenario and discussion. In my opinion, it is more difficult to create case scenario video than procedures or examination video. 

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 According to experience as a medical student, videos in medical education are really helpful especially in teaching clinical examinations and procedures because in the videos you can see the steps clearly and you can repeat it. One of my concern is that the examination technique in videos should be standardized. Because of being trained in different medical schools, there are some difference in examination technique of the clinical lecturers. I think this issue is one thing we should bear in mind when creating educational videos. Apart from clinical examinations and procedures, videos can be used to show case scenario and discussion. In my opinion, it is more difficult to create case scenario video than procedures or examination video. 

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I am involved in teaching of both undergraduates and residents, both on clinical and in some quality improvement topics. I feel that incorporating a video if done right can enhance taching, but it can also make a presentation flop if it fails to merry the spoken bits and the video bits. 

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I am involved in teaching of both undergraduates and residents, both on clinical and in some quality improvement topics. I feel that incorporating a video if done right can enhance taching, but it can also make a presentation flop if it fails to merry the spoken bits and the video bits. 

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I have tried to experiment with using videos as an intro tool ( pre-lecture viewing, for example ) because its porbably less painful than reading long journal articles. Would like to utilize video during teaching sessions as well, in particular when very practical aspects are to be addressed as the pictures are more likely to make the idea stick. However production of videos is of course not easy.

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My proposal would be: 1) to use existing online resources ( videos) understanding copyright terms to develop lectures in acute medicine modules for SRS doctors who undertake a Diploma in geriatric medicine. I wish to incorporate videos of individual study cases to supplement my lectures on emergencies in systems i.e. Cardio, renal, respiratory, endocrine, neurology etc. By doing this,I hope to engage and create an interactive discussion rather than a boring one way lecture.   2) In my other lecture to medical students on Pharmacology in elderly... I wish to use existing or make new simple videos explaining simple case scenarios dealing with subjects such

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My proposal would be: 1) to use existing online resources ( videos) understanding copyright terms to develop lectures in acute medicine modules for SRS doctors who undertake a Diploma in geriatric medicine. I wish to incorporate videos of individual study cases to supplement my lectures on emergencies in systems i.e. Cardio, renal, respiratory, endocrine, neurology etc. By doing this,I hope to engage and create an interactive discussion rather than a boring one way lecture.   2) In my other lecture to medical students on Pharmacology in elderly... I wish to use existing or make new simple videos explaining simple case scenarios dealing with subjects such

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In a recent case presentation I used a link to play a video of PSP eye signs in our departmental meeting. I would like to explore more ways of using this tool.                                 My proposal would be to use existing videos                                         

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In a recent case presentation I used a link to play a video of PSP eye signs in our departmental meeting. I would like to explore more ways of using this tool.                                 My proposal would be to use existing videos                                         

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I am a consultant in geriatric medicine at Changi General Hospital. I have a variety of opportunities in teaching not just doctors but also medical students and various MDT members. My teaching experience is ward based bedside PE , MDT lectures and simulation scenarios. I also teach geriatric concepts to year 5 med students using lectures/small group discussions. I also am a Acute medicine tutor for SRS doctors and have conducted written MCQ exams. My other interest is in creating MCQs bank using geriatric ward scenarios.                                My personal reaction:                                                            1) On the positives of using videos in medical education: definitely captures instant attention of the audience. It helps in reinforcing what I can teach in a lecture or a case presentation. Physical examination skills and bed side skills can be reinforced using videos. 

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I am a consultant in geriatric medicine at Changi General Hospital. I have a variety of opportunities in teaching not just doctors but also medical students and various MDT members. My teaching experience is ward based bedside PE , MDT lectures and simulation scenarios. I also teach geriatric concepts to year 5 med students using lectures/small group discussions. I also am a Acute medicine tutor for SRS doctors and have conducted written MCQ exams. My other interest is in creating MCQs bank using geriatric ward scenarios.                                My personal reaction:                                                            1) On the positives of using videos in medical education: definitely captures instant attention of the audience. It helps in reinforcing what I can teach in a lecture or a case presentation. Physical examination skills and bed side skills can be reinforced using videos. 