USING VIDEO TO ENHANCE PRIMARY CARE EDUCATION LARRY HURTUBISE MAUREEN KOLLAR PAIGE GUTHEIL HENDERSON SHERRI REYNOLDS

CARE LEADS HERE At the end of this session, learners will be able to: Discuss the benefits of using video for medical education and learning situations where it can be effective Create a video project plan including storyboarding, shooting, editing, and sharing video Discuss the best practices for shooting videos including accounting for lighting and capturing high quality audio. 2

CARE LEADS HERE Think-Pair-Share Think of a time when you have used or seen video used effectively. Write down the situation, and why the use of video was effective Pair with a participant near you Share your experiences 3

Current multimedia/Internet interests Fractal communication “information in a nutshell,” : 1.Value of novelty, 2.Value of utility, 3.Emotional value, 4.Conversational value, and 5.Entertainment value. Fractal communication actively engages the learner on multiple levels 4 Meryn S: Multimedia communication: quo vadis? Medical Teacher, Vol. 20, 1998: 2: 87–90

CARE LEADS HERE Instructional Benefits Present more information consistently in a given amount of space and time. – Provides Asynchronous Options They simplify complex concepts – Clarify pieces of abstract language-based concepts. Efficient and effective at getting audience attention – Provide pre-lecture content Provides a safe learning environment 5 Teaching Normal Development Using Stimulus Videotapes in Psychiatric Education

Pre-Lecture in a Clinical Skill Course 6 The Abdomen Exam

My original outline

The Preview Video

Keeping them awake

Keeping Them Involved

Feedback Timeless Staff Students

Instructional Design Process Think about the instructional design of your learning activity and the video 12 StepLearning Activity Video GoalsAbdominal Exam Landmarks AssessmentPeer Observation Practice Observation Teaching Method DemonstrationExample of right TechnologyPowerPointYouTube

Complex Concepts: Principles of Team Based Care taught at a distance. Why –Traditional format and assessment showed students’ difficulty grasping healthcare team concepts and scope of practice of primary care –Needed more emphasis on application of concepts in an efficient three-campus setting 13

Complex Concepts: Principles of Team Based Care taught at a distance. What –Prep Work Prerecorded lecture with ppt Prereading (article I authored) Graded worksheet uploaded before class –In-class Individual Pre-quiz Group Quiz turned in for grade Facilitated discussion Take home practice questions –Assessment Self-assessment after self study Self-assessment after in-class work Multiple choice questions on block exam 14

Complex Concepts: Principles of Team Based Care taught at a distance. How – Be a gracious hostess –Mediasite pre-recording –Blackboard process Lessons learned –Don’t date yourself in the recording –Watching the lecture must be high stakes –Defend value of tough concept application despite challenges of assessment 15

What resources are available at your institution? Recording Lectures Pre-recording Lectures Instructional Designers Video Capture Video Editing Video Dissemination On Camera Talent 16

Asynchronous Options: Faculty Development Resources Show short clip Describe prep process Share outcomes Share lessons learned 17

Video Example: Wrap Up Need to add clip of wrap up video- sec 5 to 1:05 of the finished wrap up video here 18

Integrating Various Forms of Information 19

Lessons Learned/Other Applications Sound Quality Where to post How to measure if effective and utilized Other topics/applications: Expert tips Difficult Situations Utilizing in Intro to class for students Showing How Class Format is Useful for Future 20

Storyboarding (Organizing your team) Write your plan and share it broadly –Who should you share with in addition to your production team? –Program director –Learning activity lead –Academic Support 21

WHAT’S THE MOST IMPORTANT THING YOU LEARNED TODAY 22

THANK YOU 23