How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production.

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES JMIR Medical Education Pub Date : 2024-08-07 DOI:10.2196/51740
Komal Srinivasa, Amanda Charlton, Fiona Moir, Felicity Goodyear-Smith
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引用次数: 0

Abstract

Background: Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video.

Objective: We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video.

Methods: We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz.

Results: The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations.

Conclusions: We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements.

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如何制作在线视频教授健康程序技能:健康教育工作者视频制作新手教程》。
背景:临床教育工作者是学生需要学习的程序性技能方面的专家。一些临床教育工作者对制作自己的程序视频很感兴趣,但他们通常不是视频制作方面的专家,而且临床教育文献中有关这一主题的信息也很有限。因此,我们为临床教育工作者提供了一个制作程序视频的教程:目的:我们从一个刚开始制作视频的临床教育工作者的角度出发,介绍了制作医疗程序视频所需的步骤,并参考了文献中的最佳实践。我们还制作了一份确保视频质量的要素清单。最后,我们确定了制作此类视频的障碍和促进因素:我们以病理实验室处理一块骨骼肌为例制作视频。我们将视频制作分为三个阶段:前期制作、制作和后期制作。在撰写了学习成果后,我们制作了故事板和脚本,并通过了主题专家和视听专家的验证。照片和视频由安装在独脚架上的数码相机拍摄。使用视频编辑软件对视频片段和照片进行排序,插入文字和音频旁白,并生成封闭式字幕。完成后的视频上传到 YouTube(谷歌),然后插入开源创作软件,以实现互动式测验:最终视频长 4 分 4 秒,耗时 70 小时。最终视频包括音频旁白、隐藏式字幕、书签和互动式测验。我们发现,有效的视频有六个关键因素:(1) 明确的学习成果,(2) 引人入胜,(3) 以学习者为中心,(4) 融入多媒体学习原则,(5) 融入成人学习理论,(6) 视听质量高。为了确保教育质量,我们制定了一份清单,列出了教育工作者在制作视频时可以使用的要素。对于刚开始制作视频的临床教育工作者来说,制作程序视频的障碍之一是需要投入大量时间来培养视频制作和编辑技能。制作在线视频的促进因素包括创建一个实践社区,以及利用模拟进行反复的技能练习:我们概述了程序化视频制作的步骤,并制定了质量要素核对表。这些步骤和核对表可以指导临床教育工作者制作高质量的视频,同时认识到时间、技术和认知方面的要求。
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来源期刊
JMIR Medical Education
JMIR Medical Education Social Sciences-Education
CiteScore
6.90
自引率
5.60%
发文量
54
审稿时长
8 weeks
期刊最新文献
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