scholarly journals Video for teaching purposes

2000 ◽  
Vol 6 (4) ◽  
pp. 304-311 ◽  
Author(s):  
Chris Vassilas ◽  
Luk Ho
Keyword(s):  
Medical Training ◽  
Clinical Skills ◽  
Video Recording ◽  
District General Hospital ◽  
Teaching Programme ◽  
Postgraduate Teaching ◽  
The Past ◽  
Video Recordings ◽  
Recording Session ◽  
Teaching Psychiatry

Over the past 20 years or so, video has become a ubiquitous medium for teaching in psychiatry. It is increasingly being used in both undergraduate and postgraduate teaching. One of the reasons that we wrote this article was that when we wanted to obtain guidance on how to develop the use of video in our own teaching programme, there seemed to be little in the way of concise practical advice available. The focus of the paper will therefore be on the practicalities involved in how feedback from video recordings of interviews can be used to help with the acquisition of clinical skills. We will attempt to give an overview of the variety of different applications for video and give a brief account of the historical development of video feedback in medical training. Appendix 1 is a guide to the practical and technical side of setting up a video recording session. We think that the experiences that we gained while teaching psychiatry in a district general hospital will be useful to all those involved in teaching wherever they are based.

Learning Clinical Psychiatry in a Provincial Mental Hospital

1974 ◽  
Vol 125 (586) ◽  
pp. 303-309 ◽  
Author(s):  
Brian Barraclough ◽  
Godfrey Wace
Keyword(s):  
National Health Service ◽  
Health Service ◽  
Clinical Psychiatry ◽  
National Health ◽  
Mental Hospital ◽  
Clinical Skills ◽  
Educational Experience ◽  
Postgraduate Teaching ◽  
The Past ◽  
Mental Hospitals

Postgraduate teaching in psychiatry has always been a function of the provincial mental hospitals, but nothing before has equalled the expansion of theoretical teaching which has taken place over the past ten years. At the heart of the training of a psychiatrist, however, there is the National Health Service job with its own demands, where the practical clinical skills are acquired. The job has not changed much, even though the arrangements for theoretical instruction have improved. Yet changes may be possible which will make the registrar's job more efficient as an educational experience by removing the unsystematic and random elements.

Impact of Online Teaching during COVID-19 Pandemic on Outcome of Medical students in Pakistan

2021 ◽  
Keyword(s):  
Online Teaching ◽  
Medical Training ◽  
Clinical Skills ◽  
Psychomotor Skills ◽  
Medical College ◽  
Video Recordings ◽  
Online Lectures ◽  
Case Based Learning ◽  
Areas Of Concern ◽  
It Departments

The medical training comprises not only cognitive element but most important component is psychomotor skills. Although cognitive element is covered by the online lectures, tutorials and small group sessions like problem-based learning (PBL), case-based learning (CBL) but competencies like attitudes and clinical skills are the areas of concern. Although few medical colleges switched to online teaching within a week (who had already management systems in place and strong information technology (IT) departments) and tried to show live demonstrations of patient interaction like history taking and examinations through zoom links and video recordings but it may not be sufficient to certify the students as doctors. Moreover, it is not practiced in every medical college especially those who lacks the facilities. The particular concern is for fourth and final year students passing in COVID-19 era.

Transformative Learning in Osteopathic Medical Education

2016 ◽  
pp. 63-77
Author(s):  
Patricia S. Sexton ◽  
Neal R. Chamberlain
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Medical Training ◽  
Clinical Skills ◽  
Adult Learning Theory ◽  
Past Century ◽  
Biomedical Knowledge ◽  
The Past ◽  
Osteopathic Medical Education

Osteopathic medical education has undergone a transformation in the past century. From the work of Abraham Flexner to present, many lessons have been learned. Today the education of physicians relies on best practices from adult learning theory to allow learners to master the ever expanding biomedical knowledge and skill base needed for competency. Learners are expected to maintain active knowledge of a vast array of facts, be proficient at clinical skills and adapt this knowledge seamlessly to the varied situations they confront with patients. This chapter reviews the past, examines the present and envisions the future, noting how transformative learning is essential to medical training.

Transformative Learning in Osteopathic Medical Education

2015 ◽  
pp. 216-234
Author(s):  
Patricia S. Sexton ◽  
Neal R. Chamberlain
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Medical Training ◽  
Clinical Skills ◽  
Adult Learning Theory ◽  
Past Century ◽  
Biomedical Knowledge ◽  
The Past ◽  
Osteopathic Medical Education

Osteopathic medical education has undergone a transformation in the past century. From the work of Abraham Flexner to present, many lessons have been learned. Today the education of physicians relies on best practices from adult learning theory to allow learners to master the ever expanding biomedical knowledge and skill base needed for competency. Learners are expected to maintain active knowledge of a vast array of facts, be proficient at clinical skills and adapt this knowledge seamlessly to the varied situations they confront with patients. This chapter reviews the past, examines the present and envisions the future, noting how transformative learning is essential to medical training.

scholarly journals Using Video Recording in Evaluating Skills of Medical Students in the Performance of the Orthopedic Examination

2021 ◽  
Vol 55 (3) ◽  
Author(s):  
Jose Ma D. Bautista ◽  
Peter B. Bernardo ◽  
Mark Anthony R. Ruanto
Keyword(s):  
Clinical Skills ◽  
Video Recording ◽  
Kappa Coefficient ◽  
Cohen’S Kappa ◽  
Perfect Agreement ◽  
Rater Reliability ◽  
Video Recordings ◽  
Cohen's Kappa ◽  
Improve Reliability ◽  
Cohen’S Kappa Coefficient

Objective. The study aims to assess the similarity between the results of the evaluation of students during an Objective Structured Clinical Examination (OSCE) and a video recording of the same OSCE (VOSCE). Methods. All Orthopedic surgeon preceptors in the actual OSCE were recruited to the study. Video recordings of the students taking the OSCE were collected and later reviewed and re-evaluated by the same preceptor after at least four weeks. The grades of actual OSCE and VOSCE were collected and analyzed using Cohen’s kappa coefficient. Results. High variability of intra-rater reliability was observed in different preceptors and station (slight agreement to perfect agreement). Overall intra-rater reliability between actual and video OSCE showed moderate agreement with Cohen’s kappa coefficient equal to 0.43 (n-219). Conclusion. Video OSCE is a reliable tool in assessing student clinical skills and knowledge in the musculoskeletal examination. Some factors have been suggested to further improve reliability.

Effects of Time and Perceptual Orientation on Actors' and Observers' Attributions

1984 ◽  
Vol 58 (1) ◽  
pp. 23-30
Author(s):  
Donald S. Martin ◽  
Ming-Shiunn Huang
Keyword(s):  
Video Recording ◽  
Control Group ◽  
Control Groups ◽  
Video Recordings ◽  
Before And After ◽  
Perceptual Orientation ◽  
Initial Difference ◽  
Variety Show ◽  
And Control ◽  
Unrelated Variety

The actor/observer effect was examined by Storms in a 1973 study which manipulated perceptual orientation using video recordings. Storms' study was complex and some of his results equivocal. The present study attempted to recreate the perceptual reorientation effect using a simplified experimental design and an initial difference between actors and observers which was the reverse of the original effect. Female undergraduates performed a motor co-ordination task as actors while watched by observers. Each person made attributions for the actor's behaviour before and after watching a video recording of the performance. For a control group the video recording was of an unrelated variety show excerpt. Actors' initial attributions were less situational than observers'. Both actors and observers became more situational after the video replay but this effect occurred in both experimental and control groups. It was suggested the passage of time between first and second recording of attributions could account for the findings and care should be taken when interpreting Storms' (1973) study and others which did not adequately control for temporal effects.

Risk Factor Of Substitution ARV First Line People Living With HIV/AIDS In General Hospital Buleleng Bali

2020 ◽  
Vol 9 (1) ◽  
pp. 190-197
Author(s):  
Luh Putu Desy Puspaningrat ◽  
Gusti Putu Candra ◽  
Putu Dian Prima Kusuma Dewi ◽  
I Made Sundayana ◽  
Indrie Lutfiana
Keyword(s):  
Risk Factor ◽  
General Hospital ◽  
Medical Records ◽  
Secondary Data ◽  
District General Hospital ◽  
People Living With Hiv ◽  
First Line ◽  
The Past ◽  
Factor Substitution ◽  
Living With Hiv

Substitution is still a threat to the failure of ARV therapy so that no matter how small it must be noted and monitored in ARV therapy. The aims  was analysis risk factor substitution ARV first line in therapy ARV. This study was an analytic longitudinal study with retrospective secondary data analysis in a cohort of patients receiving ARV therapy at the District General Hospital of Buleleng District for the period of 2006-2015 and secondary data from medical records of PLHA patients receiving ART.  Result in this study that the percentage of first-line ARV substitution events is 9.88% (119/1204) who received ARV therapy for the past 11 years. Risk factors that increase the risk of substitution in ARV therapy patients are zidovudine (aOR 4.29 CI 1.31 -2.65 p 0.01), nevirapine (aOR1.86 CI 2.15 - 8.59 p 0.01) and functional working status (aOR 1.46 CI 1.13 - 1.98 p 0.01). 

QUALITATIVE CHANGES IN RHYTHMIC GYMNASTICS HOOP THROWS FROM THE PERSPECTIVE OF BIOMECHANICAL ANALYSIS

2020 ◽  
pp. 1-8
Author(s):  
Raluca Tanasa
Keyword(s):  
Correlation Coefficient ◽  
Video Recording ◽  
Biomechanical Analysis ◽  
Fundamental Groups ◽  
Horizontal Distance ◽  
Video Recordings ◽  
Rhythmic Gymnastics ◽  
Female Gymnasts ◽  
Execution Technique ◽  
Qualitative Changes

Throws and catches in rhythmic gymnastics represent one of the fundamental groups of apparatus actuation. They represent for the hoop actions of great showmanship, but also elements of risk. The purpose of this paper is to improve the throw execution technique through biomechanical analysis in order to increase the performance of female gymnasts in competitions. The subjects of this study were 8 gymnasts aged 9-10 years old, practiced performance Rhythmic Gymnastics. The experiment consisted in video recording and the biomechanical analysis of the element “Hoop throw, step jump and catch”. After processing the video recordings using the Simi Motion software, we have calculated and obtained values concerning: launch height, horizontal distance and throwing angle between the arm and the horizontal. Pursuant to the data obtained, we have designed a series of means to improve the execution technique for the elements comprised within the research and we have implemented them in the training process. Regarding the interpretation of the results, it may be highlighted as follows: height and horizontal distance in this element have values of the correlation coefficient of 0.438 and 0.323, thus a mean significance of 0.005. The values of the arm/horizontal angle have improved for all the gymnasts, the correlation coefficient being 0.931, with a significance of 0.01. As a general conclusion, after the results obtained, it may be stated that the means introduced in the experiment have proven their efficacy, which has led to the optimisation of the execution technique, thus confirming the research hypothesis.

Spatial-temporal variables for swimming coaches: A comparison study between video and TritonWear sensor

2021 ◽  
pp. 174795412110137
Author(s):  
Robin Pla ◽  
Thibaut Ledanois ◽  
Escobar David Simbana ◽  
Anaël Aubry ◽  
Benjamin Tranchard ◽  
...  
Keyword(s):  
Swimming Performance ◽  
Video Recording ◽  
Open Water ◽  
Percentage Error ◽  
Stroke Index ◽  
Wearable Sensor ◽  
Stroke Length ◽  
Video Recordings ◽  
Temporal Variables ◽  
Training Sets

The main aim of this study was to evaluate the validity and the reliability of a swimming sensor to assess swimming performance and spatial-temporal variables. Six international male open-water swimmers completed a protocol which consisted of two training sets: a 6×100m individual medley and a continuous 800 m set in freestyle. Swimmers were equipped with a wearable sensor, the TritonWear to collect automatically spatial-temporal variables: speed, lap time, stroke count (SC), stroke length (SL), stroke rate (SR), and stroke index (SI). Video recordings were added as a “gold-standard” and used to assess the validity and the reliability of the TritonWear sensor. The results show that the sensor provides accurate results in comparison with video recording measurements. A very high accuracy was observed for lap time with a mean absolute percentage error (MAPE) under 5% for each stroke (2.2, 3.2, 3.4, 4.1% for butterfly, backstroke, breaststroke and freestyle respectively) but high error ranges indicate a dependence on swimming technique. Stroke count accuracy was higher for symmetric strokes than for alternate strokes (MAPE: 0, 2.4, 7.1 & 4.9% for butterfly, breaststroke, backstroke & freestyle respectively). The other variables (SL, SR & SI) derived from the SC and the lap time also show good accuracy in all strokes. The wearable sensor provides an accurate real time feedback of spatial-temporal variables in six international open-water swimmers during classical training sets (at low to moderate intensities), which could be a useful tool for coaches, allowing them to monitor training load with no effort.

Mobile Phones' Video Recording Tool

2021 ◽  
Vol 11 (2) ◽  
pp. 16-32
Author(s):  
Van Huynh Ha Le ◽  
Huy Ngoc Nguyen
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Mobile Applications ◽  
Video Recording ◽  
Structured Interview ◽  
Foreign Language Anxiety ◽  
Oral Performance ◽  
Speaking Anxiety ◽  
The Past ◽  
The Impact

Foreign language anxiety (FLA) has a debilitating influence on the oral performance of EFL speakers. Over the past decade, most research in MALL has emphasized the use of mobile applications on improving language skills, but little research has explored the impact of using video recording tool to decrease foreign language speaking anxiety (FLSA). Hence, this study examines the effect of using video recording tool on students' EFL speaking anxiety. Twenty-eight pre-intermediate freshmen at Van Lang University, Vietnam, participated in a seven-week project. In this research, mixed method was used in combination with three data collection instruments: questionnaire, observation notes, semi-structured interview. The results indicated that video recording tool significantly lowers EFL speaking anxiety. Therefore, this study makes a major contribution to research on FLA by exploring freshmen's anxiety causes and its impacts on learners' oral performance and offering a technique to help them overcome that phobia: mobile phone video recording.

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