Designing Entertaining and Memorable Instructional Videos

2021 ◽  
Author(s):  
Robert Willey
Keyword(s):  
Instructional Videos

scholarly journals The Virtual Neurologic Exam: Instructional Videos and Guidance for the COVID-19 Era

2020 ◽  
Vol 47 (5) ◽  
pp. 598-603 ◽  
Author(s):  
Mariam Al Hussona ◽  
Monica Maher ◽  
David Chan ◽  
Jonathan A. Micieli ◽  
Jennifer D. Jain ◽  
...  
Keyword(s):  
Movement Disorder ◽  
Neurological Examination ◽  
Cognitive Testing ◽  
Practical Approach ◽  
Neurologic Examination ◽  
Instructional Videos ◽  
Clinical Assessments ◽  
Virtual Visits ◽  
Virtual Medicine

ABSTRACTObjective:To outline features of the neurologic examination that can be performed virtually through telemedicine platforms (the virtual neurological examination [VNE]), and provide guidance for rapidly pivoting in-person clinical assessments to virtual visits during the COVID-19 pandemic and beyond.Methods:The full neurologic examination is described with attention to components that can be performed virtually.Results:A screening VNE is outlined that can be performed on a wide variety of patients, along with detailed descriptions of virtual examination maneuvers for specific scenarios (cognitive testing, neuromuscular and movement disorder examinations).Conclusions:During the COVID-19 pandemic, rapid adoption of virtual medicine will be critical to provide ongoing and timely neurological care. Familiarity and mastery of a VNE will be critical for neurologists, and this article outlines a practical approach to implementation.

scholarly journals Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jeffrey M. Rabin ◽  
Adam Burgasser ◽  
Thomas J. Bussey ◽  
John Eggers ◽  
Stanley M. Lo ◽  
...  
Keyword(s):  
Cultural Differences ◽  
Stem Education ◽  
Interdisciplinary Collaboration ◽  
Rate Of Change ◽  
Theory And Practice ◽  
College Mathematics ◽  
Instructional Videos ◽  
Interdisciplinary Projects ◽  
Shared Understandings ◽  
Better Than

AbstractRate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these disciplines. We describe the efforts of our interdisciplinary collaboration to understand and reconcile these differences as we designed and discussed instructional videos for students. We summarize our conversations about terminology, notation, functions, rates, units, and sign conventions across the disciplines. We present some strategies that enabled us to communicate effectively, resolve confusions, and reach shared understandings. Our work has implications for others involved in collaborative interdisciplinary projects and for STEM educators.In theory, there’s no difference between theory and practice. But in practice, there is.– Benjamin Brewster. Also attributed to Yogi Berra.

The impact of complete denture making instructional videos on self-directed learning of clinical skills

2015 ◽  
Vol 59 (2) ◽  
pp. 144-151 ◽  
Author(s):  
Haruka Kon ◽  
Michael George Botelho ◽  
Susan Bridges ◽  
Katherine Chiu Man Leung
Keyword(s):  
Clinical Skills ◽  
Complete Denture ◽  
Self Directed Learning ◽  
Instructional Videos ◽  
Directed Learning ◽  
The Impact

Abstract P221: Effect Of Instructional Videos To Enhance Healthcare Provider Knowledge For Hypertension (htn) Management In Tanzania

Hypertension ◽  
2021 ◽  
Vol 78 (Suppl_1) ◽  
Author(s):  
Anbrasi Edward ◽  
Gibson Kagaruki ◽  
Frank Manase ◽  
Kuni Matsushita ◽  
Lawrence J Appel
Keyword(s):  
Healthcare Provider ◽  
Low Cost ◽  
Public Health Problem ◽  
Major Public Health Problem ◽  
Healthcare Facilities ◽  
Instructional Videos ◽  
Adequate Knowledge ◽  
Provider Knowledge ◽  
Knowledge Competencies ◽  
Instructional Training

Introduction: The growing burden of HTN is a major public health problem in Tanzania, with the estimated prevalence of 28%. The healthcare system faces major capacity constraints, including inadequate provider competencies; <60% of providers reported fair knowledge of HTN, and only 42% had access to HTN guidelines. Knowledge of HTN management standards and guidelines is prerequisite to improving HTN management. Objective: Determine the effect of instructional training videos in improving healthcare provider knowledge for HTN management. Methods: Eighteen primary healthcare facilities in the Dar es Salaam region were selected using stratified random sampling. In each facility, providers, who screened and managed patients for HTN, completed pre-test knowledge assessments. Subsequently, they were invited to an instructional training, using four, 4-5minute videos developed by investigators at Johns Hopkins. Post-test was conducted 5 months after the introduction of the videos. Results: Thirty-three clinicians participated in the pre-post study and consented to attending the video training workshop. Knowledge competencies showed significant improvement in most but not all aspects of HTN management (Table). For example, adequate knowledge about HTN increased from 78.8% to 100% (p<0.01), and knowledge of patient preparation prior to Blood Pressure (BP) screening increased from 69.7% to 93.9% ( p<0.05). Conclusion: In the context of a resource-constrained setting, low-cost training videos have the potential to improve healthcare provider knowledge for HTN management.

scholarly journals The Assessment of Reasoning Tool (ART): structuring the conversation between teachers and learners

Diagnosis ◽  
2018 ◽  
Vol 5 (4) ◽  
pp. 197-203 ◽  
Author(s):  
Satid Thammasitboon ◽  
Joseph J. Rencic ◽  
Robert L. Trowbridge ◽  
Andrew P.J. Olson ◽  
Moushumi Sur ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Assessment Tool ◽  
Diagnostic Testing ◽  
Corrective Feedback ◽  
Data Gathering ◽  
Clinical Teachers ◽  
Instructional Videos ◽  
Reduction Strategies ◽  
Medical Educators ◽  
Contemporary Practice

Abstract Background Excellence in clinical reasoning is one of the most important outcomes of medical education programs, but assessing learners’ reasoning to inform corrective feedback is challenging and unstandardized. Methods The Society to Improve Diagnosis in Medicine formed a multi-specialty team of medical educators to develop the Assessment of Reasoning Tool (ART). This paper describes the tool development process. The tool was designed to facilitate clinical teachers’ assessment of learners’ oral presentation for competence in clinical reasoning and facilitate formative feedback. Reasoning frameworks (e.g. script theory), contemporary practice goals (e.g. high-value care [HVC]) and proposed error reduction strategies (e.g. metacognition) were used to guide the development of the tool. Results The ART is a behaviorally anchored, three-point scale assessing five domains of reasoning: (1) hypothesis-directed data gathering, (2) articulation of a problem representation, (3) formulation of a prioritized differential diagnosis, (4) diagnostic testing aligned with HVC principles and (5) metacognition. Instructional videos were created for faculty development for each domain, guided by principles of multimedia learning. Conclusions The ART is a theory-informed assessment tool that allows teachers to assess clinical reasoning and structure feedback conversations.

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