Checklist Focused on Patients for Making of Teaching Videos in Orthopedic Surgery

Abstract

Introduction The focus of medical-didactic research is the improvement of clinical-practical training. One way to support practical skills training in a time- and resource-saving way is to provide instructional videos. Often the freely available instructional videos do not meet didactic or content requirements. Creating your own videos can therefore be a useful alternative for teachers. There are a variety of instructions on the Internet for shooting instruction videos. To date, this does not include any concrete instructions/assistance for the production of medical instructional videos. However, the presentation of medical learning content in particular can contain many hurdles. The aim of this work was to design a checklist for the creation of instructional videos, which can be used as a guide.

Methods As a first step, a systematic literature search was carried out to identify works that deal with the creation and not the use of medical instructional videos. To date, corresponding publications do not exist. In a workshop, the participants, who already gained experience in creating this type of video, exchanged ideas. These were critically discussed and analyzed. As a result, a checklist was created. In a subsequent multi-step review process, the checklist was reviewed with regard to applicability, comprehensibility, completeness and quality of the items.

Results Four phases in the creation of an instructional video could be differentiated: preliminary reflections, preparation, day of filming, post-production. The checklist is structured accordingly and should be actively processed phase by phase. The checklist is created in such a way that it can be used and edited without reading this text. Particular focus is placed on the patient and his needs.

Conclusion The checklist created provides useful help in the creation of medical instructional videos and can for the first time serve as a guide especially for orthopedic and accident surgical instructional videos.

Key words

instructional videos - checklist - medical education

Publication History

Article published online:
11 May 2020

• References/Literatur

• 1 Hahn E, Fischer M. Nationaler Kompetenzbasierter Lernzielkatalog Medizin (NKLM) für Deutschland: Zusammenarbeit der Gesellschaft für Medizinische Ausbildung (GMA) und des Medizinischen Fakultätentages (MFT). GMS Z Med Ausbild 2009; 26: 2009-2026
• 2 Bundesministerium für Bildung und Forschung. Masterplan Medizinstudium 2020. Im Internet (Stand: 15.04.2020): https://www.bmbf.de/de/masterplan-medizinstudium-2020-4024.html
• 3 für Gesundheit, D. B. (2002). Approbationsordnung für Ärzte vom 27. Juni 2002. Bundesgesetzblatt, 1, 2405 – 2435.
• 4 Ruesseler M, Obertacke U, Dreinhofer KE. et al. [Undergraduate education in orthopaedic and trauma surgery – a nationwide survey in Germany]. Z Orthop Unfall 2011; 149: 27-32 doi:10.1055/s-0030-1250594
• 5 Marburger Bund. MB-Monitor 2017. Im Internet (Stand: 15.04.2020): https://www.marburger-bund.de/der-marburger-bund/projekte-und-kampagnen/mitgliederbefragung/2017
• 6 Statistisches Bundesamt. Gesundheit – Grunddaten der Krankenhäuser. 2014. Im Internet (Stand: 15.04.2020): https://www.destatis.de/GPStatistik/servlets/MCRFileNodeServlet/DEHeft_derivate_00017429/2120611147004_ergaenzt03112015.pdf;jsessionid=E70A8B6B943CAE549B2A38EB87219C12
• 7 Hansen M, Oosthuizen G, Windsor J. et al. Enhancement of medical internsʼ levels of clinical skills competence and self-confidence levels via video iPods: pilot randomized controlled trial. J Med Internet Res 2011; 13: e29
• 8 Jowett N, LeBlanc V, Xeroulis G. et al. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg 2007; 193: 237-242
• 9 Jang HW, Kim KJ. Use of online clinical videos for clinical skills training for medical students: benefits and challenges. BMC Med Educ 2014; 14: 56 doi:10.1186/1472-6920-14-56
• 10 Lenchus J, Issenberg SB, Murphy D. et al. A blended approach to invasive bedside procedural instruction. Med Teach 2011; 33: 116-123
• 11 Fischer J, Geurts J, Valderrabano V. et al. Educational quality of YouTube videos on knee arthrocentesis. J Clin Rheumatol 2013; 19: 373-376
• 12 Nason GJ, Kelly P, Kelly ME. et al. YouTube as an educational tool regarding male urethral catheterization. Scand J Urol 2015; 49: 189-192
• 13 Azer SA, Aleshaiwi SM, Algrain HA. et al. Nervous system examination on YouTube. BMC Med Educ 2012; 12: 126 doi:10.1186/1472-6920-12-126
• 14 Jahreiß S. Lehrvideos einfach erstellen und einsetzen in der Hochschullehre. socialnet Materialien 2017. Im Internet (Stand: 15.04.2020): https://www.socialnet.de/materialien/27837.php
• 15 Schön S. Klappe zu! Film ab! – Gute Lernvideos kinderleicht erstellen. Lernen mit Videos und Spielen. Tagungsband zum 12. E-Learning Tag der FH Joanneum am 18.9.2013. Graz: FH Joanneum; 2013: 3-10
• 16 Schön S, Ebner M. Zeig doch mal! – Tipps für die Erstellung von Lernvideos in Lege- und Zeichentechnik. Videos in der (Hochschul-)Lehre. ZFHE 2014; 9: 41-49
• 17 Cook DA, Hatala R, Brydges R. et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA 2011; 306: 978-988 doi:10.1001/jama.2011.1234
• 18 Georg Thieme Verlag. Informationen und Formulare für Zeitschriftenautoren. Im Internet (Stand: 15.04.2020): https://www.thieme.de/de/autorenlounge/fuer-zeitschriftenautoren-1789.htm
• 19 Magazin Filmplus. Einführung in die Filmsprache: Alles über die Kameraperspektive. Im Internet (Stand: 15.04.2020): https://filmpuls.info/kameraperspektive/
• 20 Rüsseler M, Sterz J, Kalozoumi-Paisi P. et al. Qualitätssicherung in der Lehre – Entwicklung und Analyse von Checklisten zur Beurteilung von Lehrvideos zum Erlernen praktischer Fertigkeiten. Zentralbl Chir 2017; 142: 32-38
• 21 Schön S, Ebner M. Gute Lernvideos … so gelingen Web-Videos zum Lernen! 2013. Im Internet (Stand: 15.04.2020): https://bimsev.de/n/userfiles/downloads/gute-lernvideos.pdf
• 22 MFT Medizinischer Fakultätentag der Bundesrepublik Deutschland e.V.. Hrsg. Nationaler Kompetenzbasierter Lernzielkatalog Medizin (NKLM). Im Internet (Stand: 15.04.2020): http://www.nklm.de/files/nklm_final_2015-07-03.pdf
• 23 Choules AP. The use of elearning in medical education: a review of the current situation. Postgrad Med J 2007; 83: 212-216
• 24 Maloney S, Nicklen P, Rivers G. et al. A cost-effectiveness analysis of blended versus face-to-face delivery of evidence-based medicine to medical students. J Med Internet Res 2015; 17: e182
• 25 Albrecht U-V, Folta-Schoofs K, Behrends M. et al. Effects of mobile augmented reality learning compared to textbook learning on medical students: randomized controlled pilot study. J Med Internet Res 2013; 15: e182
• 26 Waldmann U-M, Weckbecker K. Smartphone application of primary care guidelines used in education of medical students. GMS Z Med Ausbild 2013; 30: Doc6
• 27 Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine. J Med Internet Res 2014; 16: e191
• 28 Ruesseler M, Froehlich S, Ruesseler S. et al. [A nationwide survey of undergraduate training in orthopaedics and trauma surgery]. Z Orthop Unfall 2018; 156: 168-174 doi:10.1055/s-0043-118220
• 29 Mayer RE. The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction 2003; 13: 125-139
• 30 Romanov K, Nevgi A. Do medical students watch video clips in eLearning and do these facilitate learning?. Med Teach 2007; 29: 490-494
• 31 Gaucher S, Thabut D. [Medical specialty choice: what impact of teaching? Results of a survey of two medical schools]. Presse Med 2013; 42: e89-e95
• 32 Berman L, Rosenthal MS, Curry LA. et al. Attracting surgical clerks to surgical careers: role models, mentoring, and engagement in the operating room. J Am Coll Surg 2008; 207: 793-800 800.e1–2 doi:10.1016/j.jamcollsurg.2008.08.003
• 33 Johnson AL, Sharma J, Chinchilli VM. et al. Why do medical students choose orthopaedics as a career?. J Bone Joint Surg Am 2012; 94: e78
• 34 Wood BP. Feedback: a key feature of medical training. Radiology 2000; 215: 17-19
• 35 Gänsluckner M, Ebner M, Kamrat I. 360 Degree Videos within a Climbing MOOC. International Association for Development of the Information Society 2017. Im Internet (Stand: 15.04.2020): https://www.learntechlib.org/p/189700/
• 36 Merkt M, Schwan S. How does interactivity in videos affect task performance?. Computers in Human Behavior 2014; 31: 172-181
• 37 Bundesinstitut für Risikobewertung. Küchenhygiene im Scheinwerferlicht: Beeinflussen TV-Kochsendungen unser Hygieneverhalten? 2018. Im Internet (Stand: 15.04.2020): http://www.bfr.bund.de/de/presseinformation/2018/05/kuechenhygiene_im_scheinwerferlicht__beeinflussen_tv_kochsendungen_unser_hygieneverhalten_-203442.html