Article #7
Hand-held Video for Clinical Skills Training

As the century turns into more sophisticated and highly competitive, so are the demands in education. Instructors need to come up with ways to not only just teach in the classroom and give points on the what-to-do’s and how-to, most importantly is that they can make sure that the students are highly equipped in knowledge and in skills needed in the clinical workplace.

Technology mediated learning requires many adjustments in the teaching and learning processes for instructors and students. Creating an inviting educational atmosphere, modifying instructional design and content, being able to listen to feedback, and evaluating the course provide the foundation for revising the teaching/learning process with the use of interactive video network.

Interactive video is not without limitations. It involves sophisticated technology there can be audio and visual difficulties, which cannot be resolved by the professor. Realistically assess the amount of content that can be effectively delivered in the course. Because of the logistics involved, interactive discussion is more time consuming than presenting the same lecture in a traditional classroom setting.

At the start of every class, the professor must set rules, standards and guidelines. The instructor should remember to maintain the focus on all the students, not just on the students who are part of the video material. During filming, it is vital that the instructor think of the camera as another student, look directly into it on occasion, and don't avoid it.

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In a study involving dental students, Kalwitzki found that students tended to select more personally challenging rather than technically challenging examples as subjects for review.

- This was cited in the earlier part of the journal, I think that not only that the “feel” of knowing that there is a video camera rolling and that the students would be more careful in their actions and give a more staged-like clinical demonstration rather than the reality what could have happen if they are in that situation.

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The primary benefit is that it helps to strengthen dialogue between education and practice which has been regarded as fundamental in the preparation of nurses for work in a modern clinical environment.

- Indeed hand-held camera and video recording would help close the gap in theoretical and practical divide.

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But a secondary benefit occurs when students subsequently access the video as a form of revision. This maybe to recap on a particular classroom session or to review some clinical procedure missed on a clinical placement.

- As stated in this citation, it would benefit the students in the retention of knowledge the video has provided. Not only does a return-demo would be of help, the student will be able to see what he can do to improve his work would be of help in the clinical set-up as well.



References:

1. Stanberry, Anne. 2000. Modifying the Teaching/Learning Process in an Interactive Video Network: A Systemic Analysis Approach. Online Journal of Distance Learning Administration, Volume III, Number IV. State University of West Georgia, Distance & Distributed Education Center. www.westga.edu

2. M. Jayne Brady. February 19, 2006. Strategies for Effective Teaching: Using Interactive Video in the Distance Education Classroom: All You Ever Wanted to Know before You Knew You Needed to Know. Florida State University. www.designingforlearning.info

3. Price, J., Wills, G., Dror, I. E., Cherrett, T. and Maynard, S. March 31, 2008. Risk Assessment Education: Utilizing Interactive Video for Teaching Health and Safety. www.eprints.ecs.soton.ac.uk

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With all the advancements of technology happening in the society nowadays, I definitely agree on the journal review's statement that 'Instructors need to come up with ways to not only just teach in the classroom and give points on the what-to-do’s and how-to, most importantly is that they can make sure that the students are highly equipped in knowledge and in skills needed in the clinical workplace. ' Indeed, these breakthroughs should not only make one's lifestyle a breeze but it should also improve other areas and fields relevant to the community --- the education system, most especially.





Though hand-held videos may prove to be beneficial to educators in terms of presenting the students with up-to-date and real-time instructions, I believe that there may still be some gaps on the technology that should be improved / taken into consideration particularly the student's limited attention span and ability to retain knowledge visually at a given time.







Another factor of learning that should be considered when giving instructional videos to students is their zest for learning and interest in classroom participation. When videos are used as tools for instruction, the ability of the learner to digest the info being given to him visually is limited. The professor should not rely solely on the said technology as a main source of instruction but he should also utilize other teaching strategies to help students cope with the retention of knowledge given so far. For instance, the Socratic Method may be a good teaching strategy. "(Wikipedia.com) It is a form of inquiry and debate between individuals with opposing viewpoints based on asking and answering questions to stimulate rational thinking and to illuminate ideas."







Therefore, hand-held videos used for Clinical Skills Training should not be the main strategy of Instruction, but it should only supplement the topics of discussion. Otherwise, professors should devise, rather, improve the way these hand-held videos are presented to the class to benefit the students more in their retention of knowledge.



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REFERENCES:


1. Stanberry, A. 2000. Modifying the Teaching/Learning Process in an Interactive Video Network: A Systemic Analysis Approach. Online Journal of Distance Learning Administration, Volume III, Number IV. State University of West Georgia, Distance & Distributed Education Center. Retrieved on June 22, 2009 from www.westga.edu

2. Cartwright, S. 1992. Produce Award-Winning Training Videos. Business Services Industry: The Go-To Place for Management. Retrieved on June 22, 2009 from http://findarticles.com/p/articles/mi_m3495/is_n1_v37/ai_11778712/

3. Definition of Socratic Method taken from http://en.wikipedia.org/wiki/Socratic_method

Although I largely agree that Advanced Video Technology can one day revolutionarily change the face of education, I do also agree it is not the one-shot solution to improve the student’s learning of clinical skills. Yes, I believe that viewing were you were wrong in the video will help you improve, but it is not all that. Learning is a continuous process which builds up in the combination of didactic and experiential learning. We must also consider the student factor in the equation; with all its pomp and promises of glory, let’s face it, not all children especially those in the Philippines can greatly embrace it. And even after all that, some students just can’t learn with the computer alone. In a study by Moridani (2007), on synchronous classes against asynchronous ones, although both classes have significantly increased their course grades, some of the students, especially those taught using the asynchronous method were dissatisfied with the methods of delivery. They preferred combinations of both modules over them standing alone as a mode of instruction. [1] This statement just proves the fact that interactive video could not stand alone as a mode of instruction.
It is also helpful to consider, as pointed in the above paragraph, the specific student learning styles as a point of reference as to whether a student will learn a little more using the computer and interactive video. The conclusion made by the study by McGowan et al (2003) may drive the point home: ” By considering student learning styles, extant curriculum management systems can be enhanced to facilitate student learning within an electronic environment.” [2]

1 - Majid Moridani, PharmD, PhD, DClinChem (2007), Asynchronous Video Streaming vs. Synchronous Videoconferencing for Teaching a Pharmacogenetic Pharmacotherapy Course, lifted from the American Journal of Pharmaceutical Education, accessed June 22, 2009 retrieved from www.pubmedcentral.nih.gov
2 - Julie McGowan, Ph.D., Matthew Abrams, M.D., Mark Frank, M.D., and Michael Bangert (2003), Creating a Virtual Community of Learning Predicated on Medical Student Learning Styles, lifted from the Ameriacan Medical Informatics Association Journal, accessed June 22, 2009 retrieved from www.pubmedcentral.nih.gov

COMMENT:
As the advancement of technology continues to upsurge, the invasions of this matter really have reached even in line with academics. The usage of different teaching styles such as the incorporation of advance methods of learning was actually vital in the learning process of the students. Video recording can help the students in preserving information that may help them study the lectures given by the professor.
In contrary, according to my personal belief, the traditional classroom setting is more ideal than using handy cameras in recording information. Though this can help in withholding data, I certainly believe that the focus of the learners will die down because they keep in their mind that they can always rely on their recorded materials.


Barabara Kozier, Glenora Erb, Audrey Berman, Shirlee Snyder, Fundamentals of Nursing, (7th ed.) p. 461, New Jersey, Pearson Education Inc.,

Video is the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion. [1]

According to Bastable (2003) there are different kinds of instructional materials which are used as vehicles to help communicate information. I’ll just focus in the handheld video device since it is the topic of the article.

In a classroom setting, mentors play the role of mediator and try to help students relate new information to previously acquired knowledge. Based from my observation, the transfer of information is in the form of facts and procedures.

Video devices are a good means to promote discussion. The combination of motion, different colors, angles and sound enhances learning through visual and auditory senses. What’s more, it can be replayed and reviewed as often as necessary.

Though, the disadvantage is that a learner’s attention span varies. [2]

Ma’am Melissa said:

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Hand-held videos used for Clinical Skills Training should not be the main strategy of Instruction, but it should only supplement the topics of discussion.

Sir Tom said:

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According to my personal belief, the traditional classroom setting is more ideal than using handy cameras in recording information. Because video technology may not substitute for hands-on activities rather, it can be used as a guide in discussions.

for me interactive discussions is still the best as you get to grasp something from the mentor and vice and versa

References:
a. [1] Video from http://en.wikipedia.org/wiki/Video
b. [2] Bastable, S.B. (2003). Nurse as Educator (2nd ed.). MA: Jones and Bartlett Publishers

The use of electronic gadgets in learning has been widely used as the development of technology surged. As for today, a lot of people could be using the internet as a tool of learning, some of them could be students, and some could be their mentors. In my personal opinion, the use of hand-held video for teaching could bring the students in progress while they are learning. Video taping looks professional and stimulates discussion, and it also keeps the group’s attention and makes the teaching content entertaining

There are also certain limitations in using videos in teaching environment. Some of these disadvantages are the following: (1) it is only effective as following discussion, (2) discussion may not have full participation, (3) and it can raise too many issues to have a focused discussion.

REFERENCE: MacCarthy, P. Common Teaching Methods. Retrieved last June 23, 2009, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm

I agree that advance technology such as hand held video for clinical skills training would help as one of the strategies on teaching. Yet, using it alone seems to be not that effective as it could be when discussion and use of these technologies are integrated. As what the previous commenter have stated

“(Cartwright, S. 1992) From adult learning theory, we know that audiences respond better to training if they are involved in the learning process. Therefore, your program design should call for an active, not passive, learning process.”

Moreover, in the nursing research profile in the textbook of Brunner and Suddarth (2004) communication between the educator and learner cannot be substituted by technologies alone but can be improved with the help of those technologies. So,

“The professor should not rely solely on the said technology as a main source of instruction but he should also utilize other teaching strategies such as to help students cope with the retention of knowledge given so far.”

“Learning is a continuous process which builds up in the combination of didactic and experiential learning”


Reference:
Mahon, S. M., & Williams, M.(2000). Information needs regarding menopause. Cancer Nursing, 23(3), 176-185.
Brunner, L.S. & Suddarth, D.S. (2004). Brunner and Suddarth textbooks of medical- surgical Nursing 10th edition. Lippincott Williams & Wilkins.

Videos for clinical skills training is an ideal supplementary material particularly for those who feel there were not enough exposure to procedures and for those who had no decent observation of procedures during demonstrations in class.
Expertise in theory alone will not guarantee a nurse success as a health professional. Skills training is very important for quality of care and also for the nurse's confidence with his/her abilities.


Kemper, K., Foy, J., Wissow, L., & Shore, S. (2008). Enhancing communication skills for pediatric visits through on-line training using video demonstrations. BMC Med Educ. Retrieved June 23, 2009 from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2262077&tool=pmcentrez

I agree that such teaching strategy would help students evaluate themselves while learning because as technology advances learning and teaching tools should also follow the trend of advancement. These tools could help students to find ways and strategies to learn in their full potential.

Using hand-held video cam help the students in evaluating themselves. Reviewing the recorded video could help them find ways on how to improved their performance as future healthcare professionals.

Reference:

1. Edwards, Mark ; Jones, Steve ; Murphy, Fiona (2007). “Hand-held video for clinical skills teaching “. Retrieved June 23,2009 from http://www.highbeam.com/doc/1P3-1379908131.html.

Lecturers or a teacher must deliver a quality education for the students.

Using a different teaching style help to improve the student's attention in listening and focusing about the topic.

Making a video of some procedures and demontrations in front of the students contributed a huge help for learning.