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What Is a Good Teaching Video? Results of an Online International Survey.

Identifieur interne : 000049 ( Main/Exploration ); précédent : 000048; suivant : 000050

What Is a Good Teaching Video? Results of an Online International Survey.

Auteurs : Pauline Chauvet [France] ; Revaz Botchorishvili ; Sandra Curinier ; Anne-Sophie Gremeau ; Sandrine Campagne-Loiseau ; Céline Houlle ; Michel Canis ; Benoit Rabischong ; Nicolas Bourdel

Source :

RBID : pubmed:31233782

Descripteurs français

English descriptors

Abstract

STUDY OBJECTIVE

To analyze surgeon views on criteria for a good teaching video with the aim of determining guidelines.

DESIGN

An online international survey using a self-developed questionnaire.

SETTING

A French university tertiary care hospital.

PATIENTS

Three hundred eighty-eight participants answered an online questionnaire (154 women [40.53%] and 226 men [59.47%]).

INTERVENTIONS

A questionnaire on the criteria for a good quality teaching surgery video was developed by our team and communicated via an online link.

MEASUREMENTS AND MAIN RESULTS

The responses of 388 respondents were analyzed and highlighted the pedagogical benefits of teaching videos. The video duration may vary according to the type of media or surgical procedure but should not exceed 10 to 15 minutes for complex procedures. Providing information on the surgical setup (body mass index of the patient, Trendelenburg position degree, pressure of pneumoperitoneum, etc.) is essential. Surgical videos should be reviewed and divided into clearly defined steps with continued access to the entire nonmodified video for reviewers and be accessible on both educational and open platforms. Patient consent and relevant information should be made available. Reviews should include "bad procedure" videos, which are highly appreciated, especially by young surgeons.

CONCLUSION

The many advantages of the video format, including availability and rising popularity, provide an opportunity to reinforce and complement current surgical teaching. To optimize use of this surgical teaching tool, standardization, updating, and ease of access of surgical videos should be promoted.


DOI: 10.1016/j.jmig.2019.05.023
PubMed: 31233782


Affiliations:


Links toward previous steps (curation, corpus...)


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<term>Female (MeSH)</term>
<term>France (MeSH)</term>
<term>Gynecologic Surgical Procedures (education)</term>
<term>Humans (MeSH)</term>
<term>Internationality (MeSH)</term>
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<term>Chirurgiens (psychologie)</term>
<term>Enquêtes et questionnaires (MeSH)</term>
<term>Enregistrement sur magnétoscope (normes)</term>
<term>Enseignement (MeSH)</term>
<term>Exactitude des données (MeSH)</term>
<term>Femelle (MeSH)</term>
<term>France (MeSH)</term>
<term>Humains (MeSH)</term>
<term>Internationalité (MeSH)</term>
<term>Internet (MeSH)</term>
<term>Jeune adulte (MeSH)</term>
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<term>Procédures de chirurgie gynécologique (enseignement et éducation)</term>
<term>Satisfaction personnelle (MeSH)</term>
<term>Supports audiovisuels (MeSH)</term>
<term>Systèmes en direct (MeSH)</term>
<term>États-Unis (MeSH)</term>
<term>Étudiant médecine (psychologie)</term>
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<term>United States</term>
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<term>Audiovisual Aids</term>
<term>Data Accuracy</term>
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<term>Humans</term>
<term>Internationality</term>
<term>Internet</term>
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<term>Middle Aged</term>
<term>Online Systems</term>
<term>Personal Satisfaction</term>
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<term>Exactitude des données</term>
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<term>Humains</term>
<term>Internationalité</term>
<term>Internet</term>
<term>Jeune adulte</term>
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<front>
<div type="abstract" xml:lang="en">
<p>
<b>STUDY OBJECTIVE</b>
</p>
<p>To analyze surgeon views on criteria for a good teaching video with the aim of determining guidelines.</p>
</div>
<div type="abstract" xml:lang="en">
<p>
<b>DESIGN</b>
</p>
<p>An online international survey using a self-developed questionnaire.</p>
</div>
<div type="abstract" xml:lang="en">
<p>
<b>SETTING</b>
</p>
<p>A French university tertiary care hospital.</p>
</div>
<div type="abstract" xml:lang="en">
<p>
<b>PATIENTS</b>
</p>
<p>Three hundred eighty-eight participants answered an online questionnaire (154 women [40.53%] and 226 men [59.47%]).</p>
</div>
<div type="abstract" xml:lang="en">
<p>
<b>INTERVENTIONS</b>
</p>
<p>A questionnaire on the criteria for a good quality teaching surgery video was developed by our team and communicated via an online link.</p>
</div>
<div type="abstract" xml:lang="en">
<p>
<b>MEASUREMENTS AND MAIN RESULTS</b>
</p>
<p>The responses of 388 respondents were analyzed and highlighted the pedagogical benefits of teaching videos. The video duration may vary according to the type of media or surgical procedure but should not exceed 10 to 15 minutes for complex procedures. Providing information on the surgical setup (body mass index of the patient, Trendelenburg position degree, pressure of pneumoperitoneum, etc.) is essential. Surgical videos should be reviewed and divided into clearly defined steps with continued access to the entire nonmodified video for reviewers and be accessible on both educational and open platforms. Patient consent and relevant information should be made available. Reviews should include "bad procedure" videos, which are highly appreciated, especially by young surgeons.</p>
</div>
<div type="abstract" xml:lang="en">
<p>
<b>CONCLUSION</b>
</p>
<p>The many advantages of the video format, including availability and rising popularity, provide an opportunity to reinforce and complement current surgical teaching. To optimize use of this surgical teaching tool, standardization, updating, and ease of access of surgical videos should be promoted.</p>
</div>
</front>
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<AbstractText Label="STUDY OBJECTIVE">To analyze surgeon views on criteria for a good teaching video with the aim of determining guidelines.</AbstractText>
<AbstractText Label="DESIGN">An online international survey using a self-developed questionnaire.</AbstractText>
<AbstractText Label="SETTING">A French university tertiary care hospital.</AbstractText>
<AbstractText Label="PATIENTS">Three hundred eighty-eight participants answered an online questionnaire (154 women [40.53%] and 226 men [59.47%]).</AbstractText>
<AbstractText Label="INTERVENTIONS">A questionnaire on the criteria for a good quality teaching surgery video was developed by our team and communicated via an online link.</AbstractText>
<AbstractText Label="MEASUREMENTS AND MAIN RESULTS">The responses of 388 respondents were analyzed and highlighted the pedagogical benefits of teaching videos. The video duration may vary according to the type of media or surgical procedure but should not exceed 10 to 15 minutes for complex procedures. Providing information on the surgical setup (body mass index of the patient, Trendelenburg position degree, pressure of pneumoperitoneum, etc.) is essential. Surgical videos should be reviewed and divided into clearly defined steps with continued access to the entire nonmodified video for reviewers and be accessible on both educational and open platforms. Patient consent and relevant information should be made available. Reviews should include "bad procedure" videos, which are highly appreciated, especially by young surgeons.</AbstractText>
<AbstractText Label="CONCLUSION">The many advantages of the video format, including availability and rising popularity, provide an opportunity to reinforce and complement current surgical teaching. To optimize use of this surgical teaching tool, standardization, updating, and ease of access of surgical videos should be promoted.</AbstractText>
<CopyrightInformation>Copyright © 2019 AAGL. Published by Elsevier Inc. All rights reserved.</CopyrightInformation>
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<AffiliationInfo>
<Affiliation>Department of Gynaecological Surgery, Clermont-Ferrand University Hospital Estaing, Clermont-Ferrand, France (Drs. Chauvet, Botchorishvili, Curinier, Gremeau, Campagne-Loiseau, Houlle, Canis, Rabischong, and Bourdel).</Affiliation>
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<ForeName>Nicolas</ForeName>
<Initials>N</Initials>
<AffiliationInfo>
<Affiliation>Department of Gynaecological Surgery, Clermont-Ferrand University Hospital Estaing, Clermont-Ferrand, France (Drs. Chauvet, Botchorishvili, Curinier, Gremeau, Campagne-Loiseau, Houlle, Canis, Rabischong, and Bourdel); Faculty of Medicine, Image Science for Interventional Techniques-University of Auvergne, Clermont-Ferrand, France (Drs. Chauvet, Canis, and Bourdel).</Affiliation>
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<ArticleDate DateType="Electronic">
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<Day>22</Day>
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<Country>United States</Country>
<MedlineTA>J Minim Invasive Gynecol</MedlineTA>
<NlmUniqueID>101235322</NlmUniqueID>
<ISSNLinking>1553-4650</ISSNLinking>
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<CitationSubset>IM</CitationSubset>
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<MeshHeading>
<DescriptorName UI="D000328" MajorTopicYN="N">Adult</DescriptorName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D001296" MajorTopicYN="N">Audiovisual Aids</DescriptorName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D000068598" MajorTopicYN="N">Data Accuracy</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D005602" MajorTopicYN="N" Type="Geographic">France</DescriptorName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D013509" MajorTopicYN="N">Gynecologic Surgical Procedures</DescriptorName>
<QualifierName UI="Q000193" MajorTopicYN="Y">education</QualifierName>
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<MeshHeading>
<DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D038622" MajorTopicYN="N">Internationality</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D020407" MajorTopicYN="N">Internet</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D008875" MajorTopicYN="N">Middle Aged</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D009862" MajorTopicYN="N">Online Systems</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D010549" MajorTopicYN="N">Personal Satisfaction</DescriptorName>
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<MeshHeading>
<DescriptorName UI="D013337" MajorTopicYN="N">Students, Medical</DescriptorName>
<QualifierName UI="Q000523" MajorTopicYN="N">psychology</QualifierName>
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<MeshHeading>
<DescriptorName UI="D066231" MajorTopicYN="N">Surgeons</DescriptorName>
<QualifierName UI="Q000193" MajorTopicYN="N">education</QualifierName>
<QualifierName UI="Q000523" MajorTopicYN="N">psychology</QualifierName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D011795" MajorTopicYN="N">Surveys and Questionnaires</DescriptorName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D013663" MajorTopicYN="N">Teaching</DescriptorName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D013664" MajorTopicYN="N">Teaching Materials</DescriptorName>
<QualifierName UI="Q000592" MajorTopicYN="Y">standards</QualifierName>
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<MeshHeading>
<DescriptorName UI="D014481" MajorTopicYN="N" Type="Geographic">United States</DescriptorName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D014741" MajorTopicYN="Y">Video Recording</DescriptorName>
<QualifierName UI="Q000592" MajorTopicYN="N">standards</QualifierName>
</MeshHeading>
<MeshHeading>
<DescriptorName UI="D055815" MajorTopicYN="N">Young Adult</DescriptorName>
</MeshHeading>
</MeshHeadingList>
<KeywordList Owner="NOTNLM">
<Keyword MajorTopicYN="Y">Gynecologic surgery</Keyword>
<Keyword MajorTopicYN="Y">Surgical videos</Keyword>
<Keyword MajorTopicYN="Y">Teaching</Keyword>
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</MedlineCitation>
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<PubMedPubDate PubStatus="received">
<Year>2019</Year>
<Month>04</Month>
<Day>15</Day>
</PubMedPubDate>
<PubMedPubDate PubStatus="revised">
<Year>2019</Year>
<Month>05</Month>
<Day>18</Day>
</PubMedPubDate>
<PubMedPubDate PubStatus="accepted">
<Year>2019</Year>
<Month>05</Month>
<Day>22</Day>
</PubMedPubDate>
<PubMedPubDate PubStatus="pubmed">
<Year>2019</Year>
<Month>6</Month>
<Day>25</Day>
<Hour>6</Hour>
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<PubMedPubDate PubStatus="medline">
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<Minute>0</Minute>
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<PubMedPubDate PubStatus="entrez">
<Year>2019</Year>
<Month>6</Month>
<Day>25</Day>
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<ArticleIdList>
<ArticleId IdType="pubmed">31233782</ArticleId>
<ArticleId IdType="pii">S1553-4650(19)30286-9</ArticleId>
<ArticleId IdType="doi">10.1016/j.jmig.2019.05.023</ArticleId>
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<name sortKey="Botchorishvili, Revaz" sort="Botchorishvili, Revaz" uniqKey="Botchorishvili R" first="Revaz" last="Botchorishvili">Revaz Botchorishvili</name>
<name sortKey="Bourdel, Nicolas" sort="Bourdel, Nicolas" uniqKey="Bourdel N" first="Nicolas" last="Bourdel">Nicolas Bourdel</name>
<name sortKey="Campagne Loiseau, Sandrine" sort="Campagne Loiseau, Sandrine" uniqKey="Campagne Loiseau S" first="Sandrine" last="Campagne-Loiseau">Sandrine Campagne-Loiseau</name>
<name sortKey="Canis, Michel" sort="Canis, Michel" uniqKey="Canis M" first="Michel" last="Canis">Michel Canis</name>
<name sortKey="Curinier, Sandra" sort="Curinier, Sandra" uniqKey="Curinier S" first="Sandra" last="Curinier">Sandra Curinier</name>
<name sortKey="Gremeau, Anne Sophie" sort="Gremeau, Anne Sophie" uniqKey="Gremeau A" first="Anne-Sophie" last="Gremeau">Anne-Sophie Gremeau</name>
<name sortKey="Houlle, Celine" sort="Houlle, Celine" uniqKey="Houlle C" first="Céline" last="Houlle">Céline Houlle</name>
<name sortKey="Rabischong, Benoit" sort="Rabischong, Benoit" uniqKey="Rabischong B" first="Benoit" last="Rabischong">Benoit Rabischong</name>
</noCountry>
<country name="France">
<noRegion>
<name sortKey="Chauvet, Pauline" sort="Chauvet, Pauline" uniqKey="Chauvet P" first="Pauline" last="Chauvet">Pauline Chauvet</name>
</noRegion>
</country>
</tree>
</affiliations>
</record>

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