Background: Videos have been shown to improve learning outcomes, satisfaction and grab learners’ attention for medical education. The aim of this study was to look at whether replacing static images with short, looped videos (home-made GIFs) in a presentation on ‘How to Use a Slit Lamp’ aided learning and engagement for medical students.
Method: In this mixed-method crossover study two presentations were created, one with GIFs and one with images showing how to use a slit lamp. 40 medical students participated with 20 watching each presentation. Students were assessed quantitatively by a 13-task slit lamp assessment immediately after watching the presentation. Students then crossed over and watched the other presentation. They were asked to complete a qualitative survey and participate in a short group discussion regarding their perceptions of enjoyment, learning, engagement and clarity of each presentation. Thematic analysis was conducted on the responses.
Results: Our results indicated that all students performed better or the same when watching the GIF presentation versus image presentation for the 13-task assessment. The students unanimously agreed that the presentation with GIFs was more engaging and increased their learning compared to the presentation with images alone.
Conclusion: Incorporating GIFs into presentations is a quick and cheap method that increases short term recall, is engaging and aids learning. |
- Woolfitt Z. The effective use of video in higher education. Lectoraat Teaching, Learning and Technology. 2015; Inholland University of Applied Sciences. Rotterdam. Retrieved from: www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october- 2015.pdf
- Berk R. A. Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning 2009; 5(1):1‒21.
- Furnham A, De Siena S, Gunter B. Children’s and adults’ recall of children's news stories in both print and audio-visual presentation modalities. Applied Cognitive Psychology 2002; 16(2): 191‒ 210.
- Ash J. Sensation, Networks, and the GIF: Toward an Allotropic Account of Affect. Networked Affect.The MIT Press; Cambridge, MA, USA: 2015;119–34.
- Chun-Shan Y,Jonathan K, Michael L. Creating Animated GIF Files for Electronic Presentations Using Photoshop. American Journal of Roentgenology 2007; 188(5): W485-W490.
- Clarke V, Braun V. Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning.The Psychologist 2013; 26(2): 120-23.
- PrinzA, Bolz M, Findl O. Advantage of three dimensional animated teaching over traditional surgical videos for teaching ophthalmic surgery: a randomised study. British Journal of Ophthalmology 2005;89:1495-99.
- Sweller J, Van Merrienboer J.J, Paas F.G. Cognitive architecture and instructional design. Educ. Psychol. Rev. 1998; 10: 251–96.
- Mayer R. E. Multimedia learning.2001; Cambridge University Press.
- Van Merriënboer JJ, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ. 2010 Jan;44(1):85-93.
- Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015 Feb;37(2):140-5.
- Ahmet A, Gamze K, Rustem M, Sezen KA. Is Video-Based Education an Effective Method in Surgical Education? A Systematic Review. J Surg Educ. 2018;75(5):1150-58.
- Höffler T. N, Leutner D. Instructional animation versus static pictures: A meta-analysis.Learning and Instruction 2007; 17(6): 722–38.
- Hoogerheide V, Van Wermeskerken M, Loyens S.M, Van Gog T. Learning from video modeling examples: Content kept equal, adults are more effective models than peers. Learn. Instr. 2016; 44: 22–30.
- Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychol. Rev. 1977; 84: 191–215.
- Rekik G, Khacharem A, Belkhir Y, Bali N, Jarraya M. The instructional benefits of dynamic visualizations in the acquisition of basketball tactical actions. J. Comput. Assist. Learn. 2019; 35: 74–81.
- H’mida C, Degrenne O, Souissi N, Rekik G, Trabelsi K, Jarraya M, et al. Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load. Int. J. Environ. Res. Public Health 2020; 17: 9067.
- Paas F, Sweller J. An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educ. Psychol. Rev. 2012; 24: 27–45.
- Jang HW, Kim KJ. Use of online clinical videos for clinical skills training for medical students: benefits and challenges. BMC Med Educ. 2014; 14:56.
|
