Abstract：
BACKGROUND: Recent technological developments have influenced a shift in the use of videos in Health Professions Education (HPE). Rather than casting students in the role of observers of videos, educators have been asking students to produce videos as a learning activity. The assumption is that video production is often an active and collaborative exercise, therefore could engage students and enhance learning. However, applications of this emerging pedagogical approach vary, and there has not been a knowledge synthesis to guide future research and practice.
METHODS: With a view to mapping existing knowledge, identifying avenues for further research, and informing practice, we conducted a scoping review to establish current understanding of video production in HPE. We undertook a literature search of seven databases and identified thirty-six studies.
RESULTS: The findings showed considerable variation in purposes and implementation approaches, consequences and challenges associated with video production. In particular, the assumption that creating a video automatically promotes student engagement was not well supported, especially when the intended learning was not made apparent to students.
CONCLUSIONS: Overall, the review suggests that despite the increasing adoption of video production in HPE, the purposes are often unclear; pedagogical considerations underlying project design are limited, which risks undermining the intended learning. To optimise educational benefits, future video production projects should be explicit in their intention and approach, draw upon pedagogical theories, anticipate and address implementation issues, and be robust in their formative and summative assessment processes. Future research should more explicitly show the relationship between the intended learning and the underlying pedagogy and thoroughly evaluate the effectiveness and feasibility of video production projects.
METHODS: With a view to mapping existing knowledge, identifying avenues for further research, and informing practice, we conducted a scoping review to establish current understanding of video production in HPE. We undertook a literature search of seven databases and identified thirty-six studies.
RESULTS: The findings showed considerable variation in purposes and implementation approaches, consequences and challenges associated with video production. In particular, the assumption that creating a video automatically promotes student engagement was not well supported, especially when the intended learning was not made apparent to students.
CONCLUSIONS: Overall, the review suggests that despite the increasing adoption of video production in HPE, the purposes are often unclear; pedagogical considerations underlying project design are limited, which risks undermining the intended learning. To optimise educational benefits, future video production projects should be explicit in their intention and approach, draw upon pedagogical theories, anticipate and address implementation issues, and be robust in their formative and summative assessment processes. Future research should more explicitly show the relationship between the intended learning and the underlying pedagogy and thoroughly evaluate the effectiveness and feasibility of video production projects.
摘要：
背景：最近的技术发展影响了卫生职业教育（HPE）中视频使用的转变。与其让学生扮演视频观察者的角色，教育工作者一直要求学生制作视频作为学习活动。假设视频制作通常是一种主动和协作的练习，因此可以吸引学生并增强学习能力。然而,这种新兴的教学方法的应用各不相同，还没有知识综合来指导未来的研究和实践。
方法：为了映射现有知识，确定进一步研究的途径，并告知实践，我们进行了范围审查，以建立当前对HPE视频制作的理解。我们对七个数据库进行了文献检索，确定了36项研究。
结果：研究结果表明，目的和实施方法存在很大差异，与视频制作相关的后果和挑战。特别是,创建视频自动促进学生参与的假设没有得到很好的支持，特别是当预期的学习对学生来说没有明显的时候。
结论：总体而言，审查表明，尽管HPE越来越多地采用视频制作，目的往往不明确；项目设计背后的教学考虑是有限的，这有可能破坏预期的学习。为了优化教育效益，未来的视频制作项目应明确其意图和方法，借鉴教学理论，预测和解决实施问题，并在形成性和总结性评估过程中保持稳健。未来的研究应更明确地显示预期学习与基础教学法之间的关系，并全面评估视频制作项目的有效性和可行性。
方法：为了映射现有知识，确定进一步研究的途径，并告知实践，我们进行了范围审查，以建立当前对HPE视频制作的理解。我们对七个数据库进行了文献检索，确定了36项研究。
结果：研究结果表明，目的和实施方法存在很大差异，与视频制作相关的后果和挑战。特别是,创建视频自动促进学生参与的假设没有得到很好的支持，特别是当预期的学习对学生来说没有明显的时候。
结论：总体而言，审查表明，尽管HPE越来越多地采用视频制作，目的往往不明确；项目设计背后的教学考虑是有限的，这有可能破坏预期的学习。为了优化教育效益，未来的视频制作项目应明确其意图和方法，借鉴教学理论，预测和解决实施问题，并在形成性和总结性评估过程中保持稳健。未来的研究应更明确地显示预期学习与基础教学法之间的关系，并全面评估视频制作项目的有效性和可行性。
