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Review
. 2022 Mar;161(3):764-772.
doi: 10.1016/j.chest.2021.09.015. Epub 2021 Sep 26.

Making Effective Educational Videos for Clinical Teaching

Ilana Roberts Krumm  1 , Matthew C Miles  2 , Alison Clay  3 , W Graham Carlos Ii  4 , Rosemary Adamson  5
Affiliations
Review

Making Effective Educational Videos for Clinical Teaching

Ilana Roberts Krumm et al. Chest. 2022 Mar.

Abstract

Prerecorded video content in medical education has become more common. Increasingly accessible technology coupled with the COVID-19 pandemic and subsequent need for distanced learning has greatly increased the interest in and need for high-quality video content. The use of short educational videos to augment other teaching methods has been shown to improve learners' experiences, knowledge retention, and understanding of content. Multiple studies have demonstrated that video education can be a highly effective tool for learning, particularly for hard-to-visualize processes and for procedural education. Videos allow learners to view content at their own pace and revisit materials on demand. In addition, well-designed videos can be repurposed by educators, ultimately reducing time needed to create high-quality educational content. Currently available technology allows educators to create high-quality videos at minimal cost and with a modest investment of time. This article details practical tips for creating high-yield educational videos.

Keywords: education; fellow training; pearls; resident training.

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Figures

Figure 1
Figure 1
Summary of our approach to creating educational videos.
Figure 2
Figure 2
Dual-channel theory posits that multimedia learning is an active process of selecting words and images attended to by the sensory memory. Information from the sensory memory is subsequently processed by two channels (auditory and visual). Each channel has finite capacity, but can be used simultaneously. The working memory organizes these sounds and images and integrates them together and with prior knowledge from long-term memory; this is then encoded into long-term memory. (Adapted from Mayer and Thomson et al.18)
Figure 3
Figure 3
Video 2, taken with a smartphone camera, has extraneous cognitive load with distracting wall decorations in the background, and the ultrasound image is not clear.
Figure 4
Figure 4
Example of storyboard for a short educational video about lung sliding on ultrasound.
Figure 5
Figure 5
Slides used in Video 1 are simple with short annotations and arrows that signal learners where to focus their concentration. A, The focus is on the soft tissues. B, The focus is on the pleural line.
See this image and copyright information in PMC

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