Does an instructional video as a stand-alone tool promote the acquisition of practical clinical skills? A randomised simulation research trial of skills acquisition and short-term retention

Autor: Thomas Ott, Tim Demare, Julia Möhrke, Saskia Silber, Johannes Schwab, Lukas Reuter, Ruben Westhphal, Irene Schmidtmann, Sven-Oliver Dietz, Nina Pirlich, Alexander Ziebart, Kristin Engelhard
Jazyk: angličtina
Rok vydání: 2024
Předmět:
Zdroj: BMC Medical Education, Vol 24, Iss 1, Pp 1-12 (2024)
Druh dokumentu: article
ISSN: 1472-6920
DOI: 10.1186/s12909-024-05714-6
Popis: Abstract Background The effectiveness of instructional videos as a stand-alone tool for the acquisition of practical skills is yet unknown because instructional videos are usually didactically embedded. Therefore, we evaluated the acquisition of the skill of a humeral intraosseous access via video in comparison to that of a self-study with an additional retention test. Methods After ethical approval, we conducted two consecutive studies. Both were designed as randomised controlled two-armed trials with last-year medical students as independent samples at our institutional simulation centre of a tertiary university hospital centre. In Study 1, we randomly assigned 78 participants to two groups: Vid-Self participants watched an instructional video as an intervention, followed by a test, and after seven days did a self-study as a control, followed by a test. Self-Vid ran through the trial in reverse order. In Study 2, we investigated the influence of the sequence of the two teaching methods on learning success in a new sample of 60 participants: Vid-Self watched an instructional video and directly afterward did the self-study followed by a test, whereas Self-Vid ran through that trial in reverse order. In Studies 1 and 2, the primary outcome was the score (worst score = 0, best score = 20) of the test after intervention and control. The secondary outcome in Study 1 was the change in score after seven days. Results Study 1: The Vid-Self (Participants n = 42) was superior to the Self-Vid (n = 36) (mean score 14.8 vs. 7.7, p
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