Videos in Pre-Clerkship Medical and Health Professions Education

So today's presenters. Uh let's start uh with Doctor Lina Shehade.

Uh Doctor Shehade is Professor of Medicine in the division of Cardiology and interdisciplinary stem stem cell institute.

She runs a Basic science and translational cardiovascular research lab that's been continuously funded for more than a decade by the N NIH, the American Heart Association and the Miami Heart Research Institute.

Her lab published uh in a top cardiovascular journal. Many of them um including the Journal of American College of Cardiology.

And Doctor Shahade has a master's in teaching um and for more than five years, directed the cardiovascular systems module in the MD and MD MPH program at University of Miami where she introduced a unique organization and some innovation and blended learning with her cardiovascular systems course.

So we'll look forward to hearing from her about that today. Next up, Doctor Sean Tackett is Associate Professor of Medicine at the Johns Hopkins University School of Medicine and International Medical Education Director at Hopkins Bayview Medical Center.

He's advised on curriculum development in a variety of subjects and settings including some NIH funded training programs in Malaysia and Vietnam.

And Doctor Tackett has provided educational consultation for World Health Organization projects. His educational scholarship focuses on ed tech and the regulation of medical education and clinically.

Doctor Tackett practices hospital medicine and attends at Hopkins uh Doctor Zhen Zinki Zheng is a senior instructional designer and associate professor of Learning Sciences at the Arthur A Dugo School of Dentistry at the University of Pacific in San Francisco.

Doctor Zen oversees educational innovation and outcome assessment at the school and provides consultation and training to faculty and course design as well as mentoring faculty and students on educational scholarship.

Doctor Zang has a phd in education with a concentration on learning sciences and technology and she has 12 years of experience teaching face to face and online courses in educational methodologies and program evaluation.

Her research interest lies in online and digital learning assessment evaluation and faculty development and her research has resulted in more than 20 peer reviewed publications and high impact journals such as the Journal of Dental education BMC, Medical Education, European Journal of Dental Education and the medical teacher.

So welcome to everyone. Really delighted uh that U three are here to talk with us today.

So before we get to our uh our questions, everyone, uh let's start with some prepared questions. So let's start at the beginning uh with a question to frame today's discussion.

So um Sean are videos and education supported by learning theory and science. Yes, they are.

So there you go. Yes.

Um So what, what learning theories uh and, and science. Um So the, the main one is multi, the cognitive theory of multimedia learning, that's kind of synonymous Richard Meyer.

And the idea is that it's dual channel theory I think is what it's called. But, but the, the, the idea that your brain can process things simultaneously through two channels.

So you can process uh images and you process words through two separate channels. Um you can't process like you can't read and listen to words at the same time.

So like that, that one's blocked off and all in some way, you know, visually the same, same story. So so if you know that, then you know, if you put images and words together in kind of the right way that allows more information to get into your brain and kind of chunk itself into into a single uh large amount of information can become um a single chunk in your working memory.

And then that will allow it to be held in your working memory so that it it can interact with stimulating your environment long term memory and kind of connect better.

So with videos, you know, if they're done, right, you've got moving images, you have words coming at the same time and um and that should allow just more information to kind of make it into your, your working memory and and hold it there so you can learn more.

Thank you. Well, so I'm gonna ask the next question.

Then a follow up. So how do videos relate to other common educational approaches specifically in medical and health professions, education?

They are. So um gonna try to be balanced and how we talk about videos today.

But, but they're, they tend to be a passive learning strategy, you know, so that if we talk the spectrum of active are passive, um videos are, are inherently kind of passive.

You can't just, you know, sit there and, and think that you're gonna, it's gonna watch over you and go into your brain like as same as you know, lying, lying down on a book at night, it won't just kind of absorb it into your, in, into your brain either.

So um so it's passive but um it, it and so then ii honestly think you can think of it as like uh the modern textbook in, in, in terms of how you treat the resource, right?

Because you think about again, it's just pictures and words in this case sounds and some movement. But I mean, it's not dramatically different from like uh a textbook that has a graphic image and then words that kind of describe that image um or, or other kind of traditional ways of learning.

So, but I think, ii honestly think of it is just kind of the modern day textbook. Um the the advantage is you can see things in motion.

Um But the disadvantage is you kind of have to tend to have to go with the, the video. So you actually have less control um over the how you sequence um engaging with the content in videos than you would with like a textbook or reading.

Thank you. Really.

Interesting. Um Cini uh Did you wanna add anything?

I'll ask the same question to you. Yeah, sure.

Um When I think about the use of videos in teaching, um and I think about how it can be so easily integrated with other traditional teaching methods that we have been using for decades and 100s of years.

Uh For example, everyone in education, not everyone, almost everyone in education now are using uh videos to supple in their face to face lectures.

Uh videos has also been so widely used in online learning or b this learning uh to deliver information. So those are so common.

Uh but videos has also been more and more being used in assessment of student learning. For example, you can present a scenario recorded in a video format and then you can ask the students to have a discussion or would you do if you are the person in the video?

So it's kind of like scenario based learning. You can also have your students um doing recording with each other uh of themselves, doing patient interview, for example, in the clinic and then use the recorded video as a self reflection or self assessment.

OK. So look at your own performance in the video, you know, did you see anything that you really like or did you see anything that you think you might do differently next time?

So it can be a very powerful assessment tool to everything about the different ways of using it and integrate it with um traditional things that we've been doing for decades.

Yeah, because an active way to turn videos from passive to active. Yeah.

So I mean cause like the other thing that you realize when you get like look in the literature is that there's no single taxonomy for, for videos, right?

So when I was talking just now, I was thinking about instructional videos, what we call instructional videos, which would be, you know, try to teach you basic principles and knowledge.

Um But there are other kind of videos like demonstrations and then of course you can like tape yourself and then you can review yourself and that can like facilitate reflection and then there uh are like that they call trigger videos where you know, you might play a clip from a movie um just to kind of get people ju up and excited and then t talking about something controversial.

So I mean, uh I II may I may I probably be thinking mostly about instructional videos as we talk but there are like a whole range of, of different uses for videos.

Fantastic. Well, thank you.

What a great start to our discussion. I'm gonna turn to Lina now.

Um So Lina, what led you to incorporate videos into your educational approach? Could you tell us a little bit about what you were uh seeking to achieve and perhaps a little bit about your research around the use of videos in uh preclerkship education?

Sure. 1st, 1st of all, I really thank you, Catherine for y you know, setting this webinar so we can share our experiences with uh the medical education field.

Uh So in 2019, I was uh running with my uh colleague, Doctor Michael Dial, the cardiovascular module for the medical uh students, first year medical students.

So this was an eight week course, um uh an organ system based uh design. So um this was, it was rocky times because it was like a couple of years before launching a new curriculum.

So we were tr testing things and at the same time knowing that things may go totally in a different direction, but we still uh you know, decided to um want to include innovation and improve uh the module.

So what Michael and I uh so, first of all, why uh we knew that students at um and I think this is known across the nation, they're using their own online resources to study, to prepare for their classes, to prepare for their step one.

And the, the attendance was uh voluntary, they would either come to class or watch the recorded um uh uh lectures. So, out of 100 50 students, we would have sometimes one, sometimes five, sometimes 10.

So it just felt something is wrong there. Uh We don't know what the students are doing is are they really watching the lecture only?

Or they're having other resources? We actually knew from talking to students that almost all of them buy those online resources and, and, and do that.

So we, we had to, we had to get in line with the students and hence we um uh uh collaborated with osmosis on piloting the instructional videos uh into the cardiovascular module.

So we did this for two years. We had these as supplement.

That's very important to clarify. So we did not replace any lectures.

The lectures were still there. We just asked the students to watch, we give them the axis, we had free access from osmosis for the m the modules for all the students and the faculty.

And we asked them to um uh watch the videos before coming to class. And we did give them an incentive.

We gave them like, uh I don't know, like eight points, 8% of the grade. And um w we tried very hard to keep encouraging them.

Please give us feedback. This is for your own good.

This is helping us revamp the curriculum, improve the curriculum. So it, it was a success in the sense that um there was a lot of engagement from the students with the dashboard feature and osmosis.

We were able to track how many videos were watched? How many flashcards were practiced, how many questions were practiced?

So it was very pleasant to see that and we can talk about the results later or now, whichever you prefer. But we did a survey and uh calculated or quantified the satisfaction with this experience.

Oh, it was, it was quite a success. Yeah.

Thank you. That's a really, that's a really great start and we will absolutely talk about results again.

Um uh At the end, uh CIA I'd like to ask you the same question uh about incorporating video in all of its permutations uh in, in your uh in your work there.

Sure. Um Yeah, we know everyone knows that videos is very appealing to the current generation of students.

And so that's one of the, the reasons why we have been using videos like everyone else to improve their engagement with the material and also to motivate them.

But more importantly, I think our ultimate goal is to improve the understanding of the content being um exposed to them.

So in uh videos, especially like those wear designed videos um for example, animation videos, um short sweet uh clear engaging.

Um they can be very powerful in teaching the concepts. They are very complex or the concepts they are very uh involve many different steps such as in medicine or in dental procedures.

So that's one of the most important reasons why videos will be so helpful in in such situations. For example, um our dental faculty can do live demonstration of how to perform the indo root canal procedure in the lab or in the clinic, but it's 100 and 50 students, right?

We have a big cohort. So after the lab demo, I assume if I'm the learner, I will want to review again because my memory is only three minutes, right?

So um II would think that like most students that we found the video recordings very helpful or even the faculty can do live demonstration.

And then at the same time, they can prepare um recorded uh demonstrations. So uh videos can be used as a uh subsequent review, um resources for the students.

So ultimate, the goal is just, you know, better learning. So that is why uh video has been being used at different disc points across um the dental school curriculum.

Yeah. Um If you want me to talk about some research we have been doing so I can talk about our recent study using the osmosis videos.

Um like uh Lina, we have been giving our students in a dental school um unlimited access to the osmosis platform. Um And also we use them for self directed learning most of the times as a way to supplement our official dental curriculum, not to replace them.

Um uh But it's been quite successful. We, we have a paper under review now but um we do have some initial outcomes that shows that uh the frequency and pattern of video watching on the osmosis platform positively correlated with the exam performance uh in the first year in the basic science courses.

So hopefully we have some good news to share. Uh uh So about about the study that's been in under the review now.

So that was very encouraging results. Although it's just correlation, you cannot make any causal relationship statement, but it's very encouraging.

OK. That is very encouraging.

Well, thank you for, thank you for sharing that. Um All right.

So for our uh people in the audience who might want to introduce videos into their own teaching, let's talk about when and how to use videos.

So first there's the quality and fit question. So I'll, I'll ask the same question to all of you.

How can you tell if a video is good and appropriate for your students and your classmates? Now, I'm gonna start with Sean.

I would say that uh first things first, it would just be learning objectives and then make sure that, you know, your video is going to be aligned with your learning objectives and then um and will be feasible and uh other basic quent development, implementation types of considerations.

And then once you decide some video is gonna work, then like, how do you pick the one that's kind of the, the best, you know, the highest quality?

And then this hasn't worked that uh le and I and, and Sean was led by Seann school, really, who's now a resident um where we developed kind of a, a checklist for, you know, the quality of a video um that didn't, couldn't tell you about a subject matter.

So it couldn't tell you if it was like the best cardiology video and really, even if the facts were right, but it focused on kind of the educational types of quality measures such as, you know, how much did it adhere to multimedia or any principles.

But also we, we looked at or we, we thought that um a checklist should also um consider like the source, you know, and, and so did they reference it?

And, and can you tell when it was last updated and then other aspects of accessibility and control and, and you know, could could a wide range of audiences kind of deal with access to this as, as part of the educational quality.

So, um so that that's what that instruments out there. Um It was the only one II knew of or focused on um instructional videos, you know, like sort of a, an animated video or, or even a talking head type of video where the goal was to try to teach you some basic knowledge or, or facts.

Um So that, that exists and it was pretty recent. Um Otherwise, I mean, you do it do, it does help to have like subject matter, expert review, you know, I don't think that you can really get away without that.

Um You may have students be kind of the first line to see if they, you know, say these are the top three I like and then run it by a subject matter expert who can then, you know, better use of their time, make sure that the the facts are, are correct in those videos.

Um II do think, you know, sort of there's that dimension of the, the, the design and production type of quality of the video but then also the actual like the the content of it.

Um and then make and of course, as I mentioned earlier, like going back and making sure that it um relates to your, your learning objectives and that you're not just using a video for new technology or for video's sake.

Super, thank you. I'm a huge fan of evidence based education.

So I really like that model for, for using educational best practices uh as a tool. Um Lina, I'm gonna go to you next.

So uh the same question uh for you. Sure.

So uh I think this is the hardest piece of information to determine, right? So there are those videos, how do you know which ones to pick?

And how do you know which one is better? How do you rank them?

So um to reiterate some of what Sean said this, uh we published this checklist in uh 2021 in the journal of the m medical teacher.

Which is a good medical education journal. And we, we formed the scale or checklist that uh in which two independent reviewers rated 206 different videos from five different platforms.

And these covered um two main uh organ systems, cardiology, and pulmonology and four different disciplines, um anatomy, physiology, pathology, and pharmacology.

And while the uh multimedia aspects were common across the videos, some were very different. And here's where this is the interesting finding.

So 40% of the videos, for example, only had references. So where they got the information from, uh actually no 9% only had references, which is a very small number.

If you watch a video, you wanna know where the uh the content came from, right? So you can assess if it's good for your students or not.

Uh 40% only had analogies, 41% only had uh 46% had objectives. So this is where you can decide which ones are better.

So this is just a checklist that we published. It's not incorporated yet.

People like when you go decide on a video, you can't find a checklist value, the hope that in the future this would be applied and it will make it easier for the learners to pick, to pick the videos.

Um So that being said, the on our only other option now is that you have as an instructor, you have to bet the videos you have to see them before you put them on the curriculum and their usage is going to be evidence based when, when you start using them and you start doing those surveys and you asked the students, um you know, how did you like them?

Do you think they were useful? And this is also what we did and, and um that's how it is now, but the hope is that in the future, this assessment will be easier.

Wonderful. Thank you, Lina.

I think I'm interested in your perspective on this as an instructional designer and uh then a teaching and learning faculty development specialist.

Sure, I really like what um Song and Lina just described about the checklist for faculty to help them evaluate the quality of the videos and I would definitely share it more broadly with our dental faculty here.

So thank you so much for the, the work you have done. Um And I agree um with both of them, you need to think about the quality of the videos such as does the video was the video designed in developed based on the evidence based multimedia design principles.

For example, um the videos they are short and sweet, like the osmosis videos two or five minutes long. Um They are easier for the student to manage than one hour long recording with our stuff, right?

Um And videos that when you do the or uh the narration for the video, we prefer the what we call the conversational style narration, just the conversational style.

What we are doing now, like you talk in the video um like you are talking to them, sitting in a class, face to face versus what we talk, what we call the GPS style language, right?

Very professional but not emotional at all, not any emotional thing in there. So uh conversational style in the video would add a personal touch when the learners are viewing the video.

So the personal connection would be very important or you highlight key information in the video to have the learners easily identify.

Hey, these are the three things I need to pick up from the video so that they, they are not going to be overwhelmed with the amount of information that's being um thrown at them.

Uh And so talking about these things that ii also really like, well osmosis has been incorporating these features in the video design.

And one thing I really want to share is that our students also appreciate that uh each of the Osmos Oops videos, there's a quick recap at the end, right?

So OK, let's do a quick recap. These are the ABC things we cover in this video.

So from a teaching learning design perspective, that's very helpful because the provide an additional layer of structure to those students who need this additional structure support, but it does not hurt those students who don't need this summary.

So, so it's very good design principle. I would I agree with our students.

Uh But of course, it's very important you always need to think about what Sean just mentioned is. The video is a good fit with the nature of your content.

Also is a good fit with your learning task at hand or your learning goals. I think there are two questions, the fact that you need to ask themselves before they decide whether to use a video or not.

So for example, earlier, we talked about videos can be very powerful for uh conveying complex concepts or concepts that involve very dynamic process.

So in that case, video, you might want to use it, right? But if the concept itself is relative, very simple and easy and can be very easily, be conveyed with more traditional and cheaper methods like traditional slides or textbooks, then you might not need to use videos because it it takes more resources to develop.

But if the faculty does determine that the video is a better choice than the traditional printed materials, then the next question the faculty need to think about is what's the specific video format that I can use?

Is it traditionally talking head video, traditionally filmed videos or is it other animation videos or blackout videos, um whiteboard videos or green screen videos, sketchy videos?

So um these are all the questions that faculty we need to think through like video quality uh using a checklist on the nature of my content.

And then what specific video format to you. So then you have very well d well informed decision if you think about all these aspects.

Yeah, great. Well, you started on the next question.

So I'm gonna begin with that, which is when do you think is the best time to use videos um before, during, after class? And how, and um we began to talk about this, I think adjacently which when are videos not appropriate.

So uh c you, I'll, I'll start with you and then I'll go to Lina next, I mean, again. Yeah.

Uh So the content so video can be powerful, but it's not always as effective for all con content topics, right? So um for very simple topics, you, you have a lot of other more traditional ways of uh delivery.

Um but video might a might not also be as effective for some subgroup alend especially novice learners who, you know, uh for example, um we know that in multimedia, including videos, animation, videos and other videos, uh there are always a lot of elements or components appearing on the video screen simultaneously.

And so that means the learner really need to be able to quickly identify what the most important information when all these different components show up on the screen.

So for novice learners, they might not be able to pick up that most important information. And so that's why when we deliver a video, it's very important that we have a mechanism or the instructor can provide some prompts like, hey, when you watch the video, I want you to pay attention to ABC things, right?

So I usually do that when I use video in my own teaching um for some novice learners. Um because there are so much information uh on the screen.

So if they cannot catch up because the elements on the video disappear from the screen very, very soon, like within seconds.

So they need really need to pay attention. So they don't miss any important information before it disappears.

And and they make it also more challenging to review concepts covered in a video um more difficult than if they are reviewing the concepts on the printed material where they can flip back and forth among different pages, which I think Shan also covered before.

Like, you know, if you are reviewing a book chapter, you can flip back and forth more easily. So uh we need to think about information load or information overload and how to reduce the possibility of information overload when we use multimedia with certain group Alend.

So this will, comes to my mind. Yeah, wonderful.

I love that, that idea of uh of prompts. And uh um if we find we have extra time, I would love to dig into that in terms of faculty development.

Um Alina um over to when, when do you think is uh the best time to use videos and when are they non appropriate? Sure.

So uh I'm uh I'm going to base this based on our experience and the results of the paper that we published my colleague and I Michael Dial and uh I in the journal uh with Sean and in J Mir medical education in 2021.

And this was uh titled use of commercially produced medical education videos in a cardiovascular curriculum, a small cohort.

So a small cohort was two years of uh medical students, 359 students. And this is when we piloted osmosis.

And we basically, at the end surveyed the students and um we were lucky because we were able to get the students themselves uh um uh participating in the research.

So we have seven of the coauthors were from the, from that class, the and they were surveying each other. They were surveying the, the the next class and, and, and recording their answers and, and, and and encouraging them to take the surveys.

So basically that was um a simple study. Um We got because of the students pushing and encouraging the other student, their classmates to take the surveys.

We had about 70% participation, which is great and the results were 80% 88% positive. Meaning that the 88 88% of the responders show uh felt that the osmosis videos were useful in the curriculum.

Again, this was a reiterate, this was a supplemented material and not a replacement. So um um ba based on that uh um pilot that we published um the school uh University of Miami, Miami Miller School of Medicine.

When they launched their next gen curriculum, they incorporated osmosis officially in their curriculum for all uh the, the curriculum.

And um based on again, the students feedback, we felt that or we found that before the classroom is a more appropriate time.

So we assigned those as preclass learning material in their schedule. And um because this next gen curriculum is really crammed, they don't have a lot of time.

We have to um as educators uh put in how much minutes we're assigning the students because the resources are immense if we're gonna tell them, watch this and that and that, you know, their, their full, their whole day is filled with watching videos and other learning materials like uh Sina was saying, not necessarily videos but nice digital textbooks or and, and so uh so on and so forth.

Um We were told that the, the assignment time should be multiplied by two. So if an osmosis video is, for example, a five-minute video, we should account it as a 10 minute video because they may stop, they may repeat, they may, although they usually play even faster.

Uh and they need, they need to practice. So, but to give it really the time it needs to be useful, we would double the time allocated um in that preclass learning material.

We no longer um check if they watched or not because this is the their responsibility, that material, they're supposed to come to class, knowing the material and in the class it's gonna be an integrated um collaborative learning experience.

So they have to watch that video before. But yeah, to answer your question, uh it before class.

Um I wouldn't say there is a in, in appropriate time. I mean, you just don't want to overwhelm them with a lot of material because some of them can be a bit redundant.

So, and you have to choose which ones are best, but we cannot overwhelm them with the material they have to fit within the assigned hours of studying it.

Thank you. I'm glad you brought up the student contact hours and I like that rule of thumb, the, the uh the two you know, double the time of, of whatever video.

Um I sometimes even personally as a, I play a doctor on TVI use a 3 to 1 because it takes me a little bit longer. Um, maybe a great place for some later research.

Um Sean. Um I guess do you wanna wrap us up with this particular question?

Which is um uh what does the science tell us? What's your experience about when is best or when our video is not appropriate the science?

Um So the science of it, I don't know. Uh II think II I'm, I uh think that they, there's so much, it depends when it comes to videos and how you apply them in educational settings.

And so, you know, uh II, is it a, is it a talking head where it's like a famous person? It's just a leer, you know, maybe a powerpoint Deck and like, why, why would you even need that video frankly, if you have somebody teaching in the lecture hall or maybe it teacher recorded their video and it standardized, maybe there's advantages that, that's, that's a different video than an animated video, you know, that's like uh s has been saying a lot um how it kind of can show the, in a relationship between different like complex moving parts, you know, in, in ways that you can't do any, any other way really besides sort of like video.

It's very unique in that, in that regard. Um So I would say, um yeah, it's, there's gonna be a lot of it depends.

Uh And, and II do think kind of first things 1st, 1st principles may make a big difference. I think I would say just in, in looking at the literature, I mean, it's not hard to find some sort of systematic review or whatever on like, does it work?

You know, but I think that if, if it's, it's gonna work as long as you align your, your video usage with the rest of your educational design and it's not gonna work if you don't do that.

And so, you know, the, the reason the systematic review kind of al almost always are gonna say it works is because um it'll be, well, one is there's a publication bias and, and second, probably because it was part of like a well designed educational uh program.

So, um so yeah, so the science of like doesn't work versus doesn't work better than this or that, I think it's, it's all gonna be context dependent.

So I would probably make sure that you're kind of following those first principles. Uh Terrific.

So I think Lina began to talk about this when you said uh Lina that you, you weren't measuring um in, in the next gen MD curriculum uh whether students are watching that.

But I'm gonna ask the question to all of you anyway, around, how are you incentivizing students to watch the videos that you've curated?

Um And to just sort of back that up. One of the things I often say is like, we can't measure textbook reading, but we can generally through our L MS or through various platforms and measure video completion.

So, um um I would imagine that it's important to know if students are watching the videos that you've assigned. But again, I think it's, it's probably contextual.

So um the question then is um does it matter? Are you tracking that?

And, and what do you do if students aren't completing um completing that work? Um Start with Lina again, I guess.

OK. So um what I learned from uh my experience with the medical students is that they're very hardworking, they're very motivated.

Uh So you really don't need to go and check. Did they do the work or not?

Unless you, you wanna assess uh like we did in the first studies, are they watching? And how much did they watch and so on?

And you want a number there and the histogram and how much usage was, was, was done, but they will find out what works best for them.

So we as educators, our job is to give them the resources that are curated that are doable in a specific amount of hours and they will get the most out of it.

Um They know they're very smart, they know that and they, they ask previous students who did well, what resources they used and um they will follow that path and um they will speak up their mind, they will tell you, you know, I like them.

I don't like them. I II Yeah, they're OK.

Yeah, they're great. You know, everyone is different but our job is to give them those resources and um if it works for them, they will use it.

Um And at the end, you know, they're also, they assess themselves with those practice tests that they do and if the system as a whole works for them, they will continue to use them.

So, yeah, there is uh that, that, that, that's how things transition from, you know, when you're, you're using the system for the first time.

Yeah. You, I, like, I was so curious.

I would go to the dashboard every single day and see if they're using it or not. But later that's it.

I mean, they, they, the system is there, there is a word of mouth that the system works and they can use it. I mean, some of them use it on their phone.

Some of them, I don't know, fast speed, everyone uses it and that's the beauty of it. It's self learning, it's uh self time.

You do it whenever you can. So um some, I'm sure some people give it more time than others, but overall the system works.

Thank you. Um Sini, do you have anything to add there?

Sure. Um We also have a very um motivated students who in interesting, I'm going to share this interesting story about how we get started with um offering osmosis to all school, all um student in our school.

So uh like Nina was the students share with each other and then they share with the faculty. So many years ago, we have uh um a mom who when he was a de no student at our school, he, he reached out to the academic dean in our office and saying I want to show you something that I found to be helpful.

It was the osmosis videos that he paid out of his own pocket to subscribe to um and so he did a demo to us and he told us in academic that I found this video is very helpful.

Um Are we going to consider giving the access to more students? And so we, we are very fortunate to have very supportive administration.

So we did research the the resources on the osmosis platform and we can agree with the student that the videos could be very powerful as a uh supplementary learning resources.

And so in this example, you can see that um sometimes we do not need to give ex external, you know, uh rewards to the student to watch the videos.

If they found it helpful for their own professional development, they will watch it on their own. But you don't always have 100% of the students who are self-motivated.

In their case, we have a few things that we do at a school that we to make sure students have more accountability. Uh You know, nowadays, we have so many third party platforms like um play pit and those things that would allow a puzzle, right?

You know, they allow you to easily upload videos and then you can embed uh questions, tamped questions into a video T nine.

And and if you want, you can prevent skipping. So you, they have to watch the entire video and they cannot skip any question that you embed into a video timeline.

Instructors love them, still don't, but it works especially it is very important concept that you really want them to do not miss, right?

Um And also um you know, like you have the video content delivered, but then you might have some self assessment question, very low stake graded or nongraded, right?

Uh That, that is the way for to make sure student watch the video and they understand the video content um using a self assessment which is um taste enhance the learning, right?

Self tasting as a learning tool. So we're able to do that in the school um In, I think it works out well so far and we, we do review the platform analytics on a regular basis because II happen to be overseeing these things.

So I will run these reports every quarter or every uh two quarters and share with our team and share with the course directors.

So I think it, it has been working well so far. But II would like to hear what other challenges that you have and what other innovative solutions you have with the the students who, who never do the readings or, or viewings.

I, I'm sure as educators, we always have uh that change here and there. So um I'm going to introduce um uh just an audience question that I think is, is appropriate right now and I um and I might direct this one to Sean um and, and you sin, it's from uh nausea Chado.

Uh Is there evidence in studies that engagement with videos is superior to textbooks or traditional methods. And II wanna air quote traditional methods because I think that uh um we wanna get into that, perhaps even recorded faculty lectures.

Um Do, does one of you wanna start? I can say, oh yeah, I mean, II probably touched on this a little bit earlier but II think that um you will find studies that compare a video to a, a textbook or even there, there's a pretty large body of literature on like animations versus like static images.

Um that kind of show the same thing and, and those come out kind of equivocal because it's gonna be, it depends, but it depends on what you're trying to teach.

It depends on the quality of, of the video versus the alternative A and so um so you couldn't, you couldn't simply say I'm gonna pick any random video uh and compare that and that's gonna be better than any random textbook.

There could be definitely textbooks that will be better than, than a video in certain circumstances. Uh Quality of research.

OK. Sin.

Do you want to add anything? Yeah, I totally agree with what said there is no, yes or no question.

It can be very Factive depending on how the video is designed, how the faculty use it, how the student use. It is also very important.

Like when you are reading a textbook, you can just paste it, just receive information without thinking too much much about what was presented to you.

Similarly, when you are watching a video, if you just sit passively, like when you are watching a youtube video for fun, it's different, right?

You need to be engaged in active information processing, like pause to rewatch a portion or pause to reflect on what's the most important that you have picked up so far in a video and um synthesize the information and maybe even asking yourself questions about what has been taught to you in the video.

So those active viewing strategies also will determine how much you can learn from the video. So it's all these student per student factors, faculty teaching factors, the video itself.

So all these things would impact um how effective it turned out to be. So, um Lina, in your study and your surveys of students, did you have any um insights from your learners around whether the g engagement with videos was in any way uh different or as doctor asked superior to uh to textbooks or other other resources you were adding.

So ad percent of the responders said they were useful material to good to have them as a supplement. Nobody wanted them to replace the the lectures.

So they wanted them as a supplement. And um so if you're designing a new curriculum, you can manage because you, there's only limited amount of hours in the day and you cannot really keep the traditional lectures plus all of those different online self learning material.

So at the end, you will have to cut down some of the content of the traditional lecture. But keep the lecture or make it interactive and make the the the videos supplemental.

There is evidence, I mean, at least from our study that the students find it useful. Uh but I wouldn't dare call it superior to traditional lectures, uh supplemental and make the traditional lectures nontraditional, make them interactive, make them complementary rather than redundant.

Yeah. Thank you.

Uh Just a queue as we go to our last prepared question, which is if anyone who's uh listening right now has a question, please use the Q and A button at the bottom of your uh your zoom webinar screen here to submit the question and we will uh we'll do our best to answer it and if we can't, we'll answer in a follow up.

Um All right. So I just wanna make sure you're going to share with the, with the participants, the studies that we published because I there's several links.

Yeah, I hear several questions about how we surveyed and how we, so that's in the paper. OK.

Fantastic. Yes.

And thank you for uh for reminders everyone listening. Please expect a recording um as well as the links to uh to everyone's research here to, to review after the uh after the call.

Um So I think our, our last question is um about outcomes. Um Does it work?

And if so what do you think makes video based education successful? I feel like we've covered this again, but I II wanna give us a chance to um to wrap it up and I will add to that too that if you have any last comments or word of inspiration that you'd like to share with people, we can tackle both of those uh at the same uh at the same time.

So I'm gonna go to Sean first. Yeah.

So II think uh it's true videos do have a lot of potential to uh kind of radically improve medical education and it can do it by, you know, showing things that uh you couldn't ordinarily see.

Um uh it, it can do it by standardizing just the quality across the board of kind of teaching materials, like just like text uh textbook might.

But I think one of the questions I saw here related to um like uh diversity or, or sort of, you know, uh relevance to like a, a broad array of settings.

I think that's to me wanna appreciate how like animations give you that opportunity. Uh Because it, you know, you don't necessarily have to show a person's uh you can only show certain features.

Um So you don't need to necessarily worry about like eth ethnicity or other types of re representation among uh what you're showing.

But even when you do show an individual, you know, you can, you can abstract them into sort of like blob characters. Um And, and so it, again, you're not having to make decisions about who you're representing and who you're not.

Um, a and so I think that's another nice characteristic that comes particularly with like uh animated videos. Um So I think those are all like, great opportunities.

Um Me personally, II still like reading a transcript as opposed to watching a video because it's faster for me. Um You know, and, and so uh I and II may wanna listen to a podcast more than I would want to watch a video just because I can do something else while I'm, you know, while the videos on or oh, sorry, while, while I'm listening to the podcast and I can't do that with a video.

I have to like, keep my eyes on it. So, so I think, you know, you, you're gonna uh so probably the, the key word of wisdom would just be to, to um do your best to make learning is accessible in as many shapes, shapes and sizes as you can to all your learners and that'll give them the best opportunity of learning.

And if you haven't heard of it, like universal, universal design learning U DL principles is, is very much a long design to look that up as a framework.

Fantastic. Um Lina to you next um outcomes and words of inspiration or comments, II think medical education research is, is really um unchartered.

Uh I wouldn't say an unchartered territory, but there's a lot of work that can be done. Uh We, I'm a scientist.

I like to see numbers, a lot of the studies with the medical education is qualitative and surveys. Uh But that takes time.

Right. So, if you change the curriculum, you have to wait a few years to get step one and step two results and then at least step one for what we're discussing today.

And it's still, it's really hard to correlate a 1 to 1 with uh uh improvement in step one. And let's say instructional videos because there, there has to be so many changes that are done every year, right?

But um after each course, you can do those surveys and get the qualit a qualitative data. Uh but the numbers take time and it's still, it's not going to be unbiased because there is going to be other sources affecting those numbers, the complicated question of medical education, right?

To bring us full circle to the uh I think you said about and you've all said about the variety of resources that, that students are using, but it's a wonderful field and the, the fact that you see innovation in the education affecting the future doctors.

I it's, it's amazing. It's thrilling.

Yeah. Yeah, it is thrilling.

I agree with you. Um Sin.

What do you think? Um Yeah, similar to uh Lina and Chang's experience with the qualitative study with surveys and open ended comments which take a long time but very insightful feedback that can inform our, you know, ongoing improvement in our video based learning.

Um I will also, we, we as I sh I shared earlier, we did a study to evaluate the correlation between video watching on the osmosis platform and the students uh longitudinal exam performance and basic science courses.

Yes, it, it shows that it, it did work from the initial evidence that we have collected. Uh so that's very encouraging.

Um But I would also say that it's very important that we educate as educators. When we define the effectiveness of any teaching method or teaching tool, we we might also look beyond the measurable exam scores, right?

So there are many other things in education that's not directly measurable, but they are also very powerful like the lifelong impact on students attitude or the lifelong learning skill.

For example, in our case, we, most of the times we, hey, we ask a student, these are the videos that we provide to you, you can use it if you find any interest.

Um Sometimes the instructor would recommend some videos for the students watch. But when the students are not required to watch a video, some of them still watch it on their own even without being required.

And that's because they found it personally interesting or relevant to their professional interest. For example, we have DDA S um predoctoral dental students who might want to be specialized in oral surgery.

And so they might go to osmosis and watch videos related to, you know, you know, this part of the, the video. And so in this case, I think the videos is successful because it cultivates a sense of lifelong learning, personalized learning in our students.

And that's very important competency that we also want to develop in our dental students, self directed learning, right?

And so I think if we define effectiveness more broadly, so then we we'll be more creative in terms of our outcome data, we can measure.

So there's our, our um there's also one thing we reported in our manuscript A I love that, right? Defining what success looks like.

So thank you. Um With our last few minutes, I want to answer one last question from uh from a participant.

So uh Simon Shepherd says a lot of students want from us videos and live traditional lectures, but the live versions are recorded so they can have the benefits which come from watching videos to stop rewind, review again, watching your own time uh and not turning up to the live lectures now, right?

This has certainly been happening in the United States for decades. Um Do you have recommendations or thoughts about recording live lectures?

We've talked about commercial uh products. But um uh thought to share about um best practices as you were talking earlier, I was struck by the idea of thinking of um using some of those um those cognitive load measures and the personal connection, things that are even happening um at a faculty at a faculty level.

So I wanna open that up um to the three of you for like a one minute answer and then we'll wrap up. Mm II would just say that, I mean, we have to record them.

They're especially with zoom. Now, you can have the hybrid platforms, you have the zoom, you can record it.

Um And yes, again, you want to make all the resources available for the students. Some may prefer the traditional lecture like style and they go back and rewind it and, and so on.

So it's a resource we can't, the lecture is given. So uh we, we should record.

I don't think we should stop recording. Yeah, my opinion.

Um II can share some and I saw that uh one of the participants. Um I'm not very good with names.

So accuse me, sorry if I say it wrong month later. I did I say your name, right?

So um made a good comment about is not always about how long the video is that would determine how effective the recording will be uh is also about the clarity, right?

And again, how the instructor facilitated active learning with any video even is traditionally family video animation videos or lecture recording videos.

Um You need to give it always go no matter how fancy the technology we use it. Always goes to the most basic things in education design like do you provide clear instructions?

Do you communicate clear expectations? Do you give them maybe like proms?

Like, hey, these are the five things to look, pay attention to, right. And are you going to tie your assessment to the content that you present in the video lecture recording?

If you teach ABC in the lecture recording, then your assessment assess E FD, then the student is going to be frustrated, right?

So no matter how fancy the technology you use such as videos animation, then it always goes back to the basics, right? So the small things they'll make the react, I think.

Lovely Sean. Do you wanna bring us home?

Well, on that point, I, yeah, II would just think that there probably are best practice guidelines for recording a, a lecture and the faculty probably don't know what they are.

And, and so I think, you know, if, if you have like a professional videographer or like an someone in house um person like that um to, to make sure sure that you like are either at least by them or maybe work with them to, to record their lectures.

Um And then of course, you have to like prepare and practice and you have to take it seriously. And, and now and again, faculty who are busy may, may think they can just sit there for an hour and, and, and, and talk incessantly.

But I think it'd be better if they practiced and, you know, turn like a one hour uh of um talking into, you know, a 10 minute kind of, of the, the highlights and, and I think that would be more valuable to students uh the role of faculty development and instructional designers, right?

So, thank you. Um Lots of great topics for us to carry into perhaps a next webinar.

Um Thank you so much to the three of you for joining um this discussion. I really uh enjoyed learning from you as I'm as I'm sure our guest did.

Um And thank you to everyone also who uh who took time out of their day to listen in uh just to follow up um If you want to learn more, um please feel free to write to us.

Um I'm not gonna put the slide back up, but you can write to us at partnerships at the osmosis.org and that will come to me and I can get your questions to the right people.

Um And we will also follow up after this. Uh This webinar is over uh this week.

Please expect to see a recording of this and uh and links to the research with uh duis if they're available so that you all can read up on your own.

So thank you and um have a wonderful week. Thank you.

Thanks. Bye bye bye bye.