A descriptive, cross-sectional study of medical student preferences for vodcast design, format and pedagogical approach.
Identifieur interne : 000A92 ( Main/Exploration ); précédent : 000A91; suivant : 000A93A descriptive, cross-sectional study of medical student preferences for vodcast design, format and pedagogical approach.
Auteurs : Robin K. Pettit [États-Unis] ; Marjorie Kinney [États-Unis] ; Lise Mccoy [États-Unis]Source :
- BMC medical education [ 1472-6920 ] ; 2017.
Descripteurs français
- KwdFr :
- MESH :
- enseignement et éducation : Ostéopathie.
- méthodes : Enseignement médical premier cycle.
- psychologie : Étudiant médecine.
- Arizona, Enquêtes et questionnaires, Enregistrement sur magnétoscope, Humains, Internet, Études transversales.
English descriptors
- KwdEn :
- MESH :
- education : Osteopathic Medicine.
- methods : Education, Medical, Undergraduate.
- psychology : Students, Medical.
- Arizona, Cross-Sectional Studies, Humans, Internet, Surveys and Questionnaires, Video Recording.
Abstract
BACKGROUND
Vodcasts (video podcasts) are becoming increasingly popular in medical education. At A.T. Still University School of Osteopathic Medicine in Arizona (ATSU SOMA), vodcasts are an essential component of our blended learning environment, where year 2-4 students train in a contextual setting at community health centers across the U.S. Vodcasts are used far less frequently in our year 1 residential learning environment at the main campus in Arizona, but we are considering moving to significantly more interactive educational experiences with on-demand videos followed by in-class activities. The aim of this study was to determine stakeholder (i.e. medical student) preferences for vodcast design, format, and pedagogical strategies. The overall goal was to increase opportunities for students to learn with this modality.
METHODS
An interactive Qualtrics™ survey was administered to three cohorts of medical students. The survey generated quantitative and open-ended response data that addressed principles of vodcast instructional design and learning. Responses to survey items were analyzed for statistical significance using the independent samples t-test for interval data, the chi-square test for categorical data, and the Kruskal-Wallis test for ordinal data, using the post-hoc Bonferroni procedure to determine the appropriate α level. Responses to open-ended prompts were categorized using open- and axial-coding.
RESULTS
The most highly valued vodcast attributes, considered essential by all three cohorts, were clear explanations, organization, conciseness, high-yield for medical board exams, and the ability to speed vodcasts up. The least helpful vodcast attributes for all three cohorts were music and objects moving on screen. The average preferred vodcast length for each cohort was 27-28 min. There were significant differences between the less experienced learners in the residential setting and the more mature learners in the blended learning environment regarding certain vodcast attribute preferences, format of included practice questions, explanations for preferred vodcast lengths, and reasons for not viewing vodcasts.
CONCLUSIONS
Overall, learner preferences were in line with non-interactive, screen-capture type vodcasts, which have lower demands on institutional cost and faculty production time than Flash™-type interactive vodcasts. Students in the blended learning environment were much more focused on vodcast features that decreased their time commitment, including a preference for noninteractive vodcasts. Given the increase in distance learning in medical education, our results should be of value to other medical programs.
DOI: 10.1186/s12909-017-0926-z
PubMed: 28526022
PubMed Central: PMC5438517
Affiliations:
Links toward previous steps (curation, corpus...)
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Pettit</name><affiliation wicri:level="1"><nlm:affiliation>A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206, USA. rpettit@atsu.edu.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206</wicri:regionArea><wicri:noRegion>85206</wicri:noRegion></affiliation></author><author><name sortKey="Kinney, Marjorie" sort="Kinney, Marjorie" uniqKey="Kinney M" first="Marjorie" last="Kinney">Marjorie Kinney</name><affiliation wicri:level="1"><nlm:affiliation>A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206</wicri:regionArea><wicri:noRegion>85206</wicri:noRegion></affiliation></author><author><name sortKey="Mccoy, Lise" sort="Mccoy, Lise" uniqKey="Mccoy L" first="Lise" last="Mccoy">Lise Mccoy</name><affiliation wicri:level="1"><nlm:affiliation>A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ, 85206</wicri:regionArea><wicri:noRegion>85206</wicri:noRegion></affiliation></author></analytic><series><title level="j">BMC medical education</title><idno type="eISSN">1472-6920</idno><imprint><date when="2017" type="published">2017</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Arizona (MeSH)</term><term>Cross-Sectional Studies (MeSH)</term><term>Education, Medical, Undergraduate (methods)</term><term>Humans (MeSH)</term><term>Internet (MeSH)</term><term>Osteopathic Medicine (education)</term><term>Students, Medical (psychology)</term><term>Surveys and Questionnaires (MeSH)</term><term>Video Recording (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Arizona (MeSH)</term><term>Enquêtes et questionnaires (MeSH)</term><term>Enregistrement sur magnétoscope (MeSH)</term><term>Enseignement médical premier cycle (méthodes)</term><term>Humains (MeSH)</term><term>Internet (MeSH)</term><term>Ostéopathie (enseignement et éducation)</term><term>Études transversales (MeSH)</term><term>Étudiant médecine (psychologie)</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>Osteopathic Medicine</term></keywords><keywords scheme="MESH" qualifier="enseignement et éducation" xml:lang="fr"><term>Ostéopathie</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Education, Medical, Undergraduate</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Enseignement médical premier cycle</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Étudiant médecine</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students, Medical</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Arizona</term><term>Cross-Sectional Studies</term><term>Humans</term><term>Internet</term><term>Surveys and Questionnaires</term><term>Video Recording</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Arizona</term><term>Enquêtes et questionnaires</term><term>Enregistrement sur magnétoscope</term><term>Humains</term><term>Internet</term><term>Études transversales</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b></p><p>Vodcasts (video podcasts) are becoming increasingly popular in medical education. At A.T. Still University School of Osteopathic Medicine in Arizona (ATSU SOMA), vodcasts are an essential component of our blended learning environment, where year 2-4 students train in a contextual setting at community health centers across the U.S. Vodcasts are used far less frequently in our year 1 residential learning environment at the main campus in Arizona, but we are considering moving to significantly more interactive educational experiences with on-demand videos followed by in-class activities. The aim of this study was to determine stakeholder (i.e. medical student) preferences for vodcast design, format, and pedagogical strategies. The overall goal was to increase opportunities for students to learn with this modality.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>An interactive Qualtrics™ survey was administered to three cohorts of medical students. The survey generated quantitative and open-ended response data that addressed principles of vodcast instructional design and learning. Responses to survey items were analyzed for statistical significance using the independent samples t-test for interval data, the chi-square test for categorical data, and the Kruskal-Wallis test for ordinal data, using the post-hoc Bonferroni procedure to determine the appropriate α level. Responses to open-ended prompts were categorized using open- and axial-coding.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>The most highly valued vodcast attributes, considered essential by all three cohorts, were clear explanations, organization, conciseness, high-yield for medical board exams, and the ability to speed vodcasts up. The least helpful vodcast attributes for all three cohorts were music and objects moving on screen. The average preferred vodcast length for each cohort was 27-28 min. There were significant differences between the less experienced learners in the residential setting and the more mature learners in the blended learning environment regarding certain vodcast attribute preferences, format of included practice questions, explanations for preferred vodcast lengths, and reasons for not viewing vodcasts.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>Overall, learner preferences were in line with non-interactive, screen-capture type vodcasts, which have lower demands on institutional cost and faculty production time than Flash™-type interactive vodcasts. Students in the blended learning environment were much more focused on vodcast features that decreased their time commitment, including a preference for noninteractive vodcasts. Given the increase in distance learning in medical education, our results should be of value to other medical programs.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">28526022</PMID><DateCompleted><Year>2018</Year><Month>01</Month><Day>26</Day></DateCompleted><DateRevised><Year>2018</Year><Month>11</Month><Day>13</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1472-6920</ISSN><JournalIssue CitedMedium="Internet"><Volume>17</Volume><Issue>1</Issue><PubDate><Year>2017</Year><Month>May</Month><Day>19</Day></PubDate></JournalIssue><Title>BMC medical education</Title><ISOAbbreviation>BMC Med Educ</ISOAbbreviation></Journal><ArticleTitle>A descriptive, cross-sectional study of medical student preferences for vodcast design, format and pedagogical approach.</ArticleTitle><Pagination><MedlinePgn>89</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1186/s12909-017-0926-z</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Vodcasts (video podcasts) are becoming increasingly popular in medical education. At A.T. Still University School of Osteopathic Medicine in Arizona (ATSU SOMA), vodcasts are an essential component of our blended learning environment, where year 2-4 students train in a contextual setting at community health centers across the U.S. Vodcasts are used far less frequently in our year 1 residential learning environment at the main campus in Arizona, but we are considering moving to significantly more interactive educational experiences with on-demand videos followed by in-class activities. The aim of this study was to determine stakeholder (i.e. medical student) preferences for vodcast design, format, and pedagogical strategies. The overall goal was to increase opportunities for students to learn with this modality.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">An interactive Qualtrics™ survey was administered to three cohorts of medical students. The survey generated quantitative and open-ended response data that addressed principles of vodcast instructional design and learning. Responses to survey items were analyzed for statistical significance using the independent samples t-test for interval data, the chi-square test for categorical data, and the Kruskal-Wallis test for ordinal data, using the post-hoc Bonferroni procedure to determine the appropriate α level. Responses to open-ended prompts were categorized using open- and axial-coding.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">The most highly valued vodcast attributes, considered essential by all three cohorts, were clear explanations, organization, conciseness, high-yield for medical board exams, and the ability to speed vodcasts up. The least helpful vodcast attributes for all three cohorts were music and objects moving on screen. The average preferred vodcast length for each cohort was 27-28 min. There were significant differences between the less experienced learners in the residential setting and the more mature learners in the blended learning environment regarding certain vodcast attribute preferences, format of included practice questions, explanations for preferred vodcast lengths, and reasons for not viewing vodcasts.</AbstractText><AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">Overall, learner preferences were in line with non-interactive, screen-capture type vodcasts, which have lower demands on institutional cost and faculty production time than Flash™-type interactive vodcasts. Students in the blended learning environment were much more focused on vodcast features that decreased their time commitment, including a preference for noninteractive vodcasts. 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Pettit</name></noRegion><name sortKey="Kinney, Marjorie" sort="Kinney, Marjorie" uniqKey="Kinney M" first="Marjorie" last="Kinney">Marjorie Kinney</name><name sortKey="Mccoy, Lise" sort="Mccoy, Lise" uniqKey="Mccoy L" first="Lise" last="Mccoy">Lise Mccoy</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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