Harnessing the Power of Videos in Healthcare Education

In healthcare education harnessing the power of videos offers a multitude of benefits for both students and educators. From fostering deeper engagement and providing authentic learning experiences in otherwise inaccessible settings to enhancing clinical reasoning and facilitating self-paced learning. Looking ahead, the future of educational videos promises even greater opportunities for interactive learning experiences, immersive virtual reality simulations, and personalized feedback mechanisms.

What does the research say?

Applying principles from cognitive psychology allows educators to create videos that optimize learning outcomes and provide engaging, impactful educational experiences.,

A few to keep in mind are.

1. Dual Channel/Coding: Dual coding theory states that combining verbal and visual information in videos engages multiple cognitive pathways, facilitating deeper understanding and retention. When both channels (verbal and visual) are engaged, learners process information more effectively.
2. Signaling: Signaling involves highlighting important points within videos to guide learners’ attention and facilitate comprehension. Clear cues help learners focus on critical information and reduce cognitive load.
3. Weeding: Weeding is a concept from multimedia learning theory that emphasizes the importance of eliminating extraneous or distracting elements from videos to maintain focus on key learning objectives. Thus while animations are exciting and can be effective, educators should select to use animations that enhances the presentation of course content.

What are MUSC Faculty saying?

We interviewed 3 MUSC faculty members and we asked them to share the following:

1. Briefly Share how you have integrated video-based teaching in your course/s
2. What benefits do you see in using videos for teaching?
3. Have you received feedback from using videos for teaching?
4. Have you noticed any changes in student engagement or performance since incorporating videos into your teaching?
5. How do you see the role of videos in teaching evolving in the future?
6. What advice would you give to a faculty member who is considering video-based teaching?

Dustin Annan Coultas (AAF/IP) shares her experience with using videos in interprofessional courses for scenario-based teaching for emergency management principles; for illustrating real like examples of teamwork in healthcare in a variety of settings, and creating a video library of key individuals talking about their health professions and what they do, their preparation, and what a typical day looks like

Amanda Giles (CHP) shares her experience with using videos in clinical skills lab-based courses where students need additional practice for mastery. In the video she also speaks about an app they developed for students to learn how to do goniometry--how to measure the range of motion.

Dan Smith from the College of Medicine shares his experience with Online Learning Courses for Mental Health Professionals to teach them how to use different evidence-based treatments and how he videos videos to demonstrate the techniques for each treatment.

We hope you leave this guide with an understanding that videos are not just passive content with the educator talking to the camera, they are about crafting immersive experiences that engage and inspire learners. With dedication to teaching excellence and innovation, let's harness the power of videos to shape the future of a transformative and inclusive healthcare education environment.

Want to learn more?

1. Contact our academic media team at academicmedia@musc.edu to learn how we can help you and your students to optimize learning through videos.
2. The following articles expand on the research principles shared.
   • Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
   • Designing Effective Instructional Videos

About the Author

Wendrah McCoy
Web Developer
Center for the Advancement of Teaching and Learning (CATL)

Acknowledgement

Julaine Fowlin
Executive Director
Center for the Advancement of Teaching and Learning (CATL)

Categories: Faculty and Educational Staff Spotlight, Technology Integration, Teaching Guide