背景:临床医师教育者是学生需要学习的程序技能方面的专家。一些临床医生教育者对创建自己的程序视频感兴趣,但通常不是视频制作专家,在临床教学文献中,关于这一主题的信息有限。因此,我们为临床医生教育者提供了一个教程,以开发一个程序视频。
目的:我们从新创建视频的临床医生教育者的角度描述开发医疗程序视频所需的步骤,由文献证明的最佳实践提供信息。我们还制作了一个元素清单,以确保高质量的视频。最后,我们确定制作这样一个视频的障碍和促进者。
方法:我们使用了在病理学实验室中处理一块骨骼肌的示例来制作视频。我们将视频分为3个阶段:预制作,生产,和后期制作。写完学习成果后,我们创建了一个故事板和脚本,由主题和视听专家验证。照片和视频是在安装在单脚架上的数码相机上捕获的。视频编辑软件用于对视频剪辑和照片进行排序,插入文本和音频叙述,并生成隐藏字幕。完成的视频上传到YouTube(Google),然后插入到开源创作软件中,以进行交互式测验。
结果:最终的视频长达4分4秒,制作时间为70小时。最后的视频包括音频叙述,隐藏式字幕,书签,和互动测验。我们发现,一个有效的视频有六个关键因素:(1)明确的学习成果,(2)正在接合,(3)以学习者为中心,(4)结合多媒体学习的原则,(5)结合成人学习理论,(6)视听质量高。保证教育质量,我们开发了一个元素的清单,教育工作者可以用它来开发一个视频。为新制作视频的临床医生教育者创建程序视频的障碍之一是建立视频和编辑技能的重要时间投入。开发在线视频的促进者包括创建实践社区和使用模拟进行重复的技能培养排练。
结论:我们概述了程序视频制作的步骤,并制定了质量要素清单。这些步骤和检查表可以指导临床医生教育者在识别时间的同时创建高质量的视频,技术,和认知要求。
BACKGROUND: Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video.
OBJECTIVE: We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video.
METHODS: We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz.
RESULTS: The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations.
CONCLUSIONS: We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements.