The role of online videos in teaching procedural skills to post-graduate medical learners: A systematic narrative review

Objective: Online videos are commonly used in medical education. The aim of this review was to investigate the role of online instructional videos in teaching procedural skills to postgraduate medical learners. Methods: This systematic narrative review was conducted according to the PRISMA guideline...

Full description

Saved in:
Bibliographic Details
Published in:Medical teacher 2020-06, Vol.42 (6), p.689-697
Main Authors: Srinivasa, Komal, Chen, Yan, Henning, Marcus A.
Format: Article
Language:English
Subjects:
clinical skills
Data integrity
Debriefing
Knowledge acquisition
Medical education
Narratives
Online medical education
online videos
postgraduate medical graduate
procedural skills
Research Needs
Retention
Skills
Teaching methods
Video Technology
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Objective: Online videos are commonly used in medical education. The aim of this review was to investigate the role of online instructional videos in teaching procedural skills to postgraduate medical learners. Methods: This systematic narrative review was conducted according to the PRISMA guidelines. MEDLINE, Cochrane Central Register of Controlled Trials, EMBASE, ERIC and Google Scholar were searched. Full texts that applied to online videos, postgraduate medical learners and procedural skills were included without language restrictions. The methodological quality of the studies was evaluated using a validated tool. A thematic analysis of the studies was carried out using a general inductive approach. Results: A total of 785 articles were retrieved and the full text was reviewed for 66 articles that met the inclusion and exclusion criteria of the study. Twenty papers that were relevant to the role of online videos in postgraduate medical education of procedural skills were used for this review. They were heterogenous in the outcomes collected and the evidence was of variable quality. There was strong evidence for the use of online videos for procedural skill knowledge acquisition and retention. Online videos were used for various purposes, such as supervision, assessment, postoperative debriefing, providing feedback, and promoting reflection. Conclusion: Online videos are a valuable educational tool especially for procedural skill knowledge acquisition and retention. Future research needs to be carried out on the appropriate use of platforms in disseminating and using online videos, identifying the factors surrounding the learners, video characteristics, and data protection.
ISSN:0142-159X
1466-187X
DOI:10.1080/0142159X.2020.1733507