The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19
Abstract Background This study aimed at using instructional videos in physiology created by students to improve the process of learning Physiology especially during the COVID-19 Pandemic which enforced the lectures to be online. Additionally, it allowed students to visualize and understand clinical...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2024-01-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04924-8 |
| _version_ | 1797355740523921408 |
|---|---|
| author | Noha N. Lasheen Maram M. Fawzy Mostafa B. Ibrahim |
| author_facet | Noha N. Lasheen Maram M. Fawzy Mostafa B. Ibrahim |
| author_sort | Noha N. Lasheen |
| collection | DOAJ |
| description | Abstract Background This study aimed at using instructional videos in physiology created by students to improve the process of learning Physiology especially during the COVID-19 Pandemic which enforced the lectures to be online. Additionally, it allowed students to visualize and understand clinical scenarios and the physiological reasons behind them while assessing how much they stand to gain from the experience. Methods This study is a project to implement FAIMER, ASU MENA-FRI Institute, Cairo, Egypt. In a foundation course for first-year medical students, the instructor utilized a variety of instructional methods including lecture, small group discussion, individual assignments, and reflection. Students were randomly allocated into 18 groups, then a topic in their physiology curriculum was chosen and they formulated a related case scenario, thereafter a video was made by themselves. This intervention was rewarded by activity mark in their course. Post-project questionnaire was used, and an external reviewer evaluated the videos presented by students. This study obtained IRB approval from the Faculty of Medicine, Ain Shams Medical Ethics committee. Results the project helped students to improve their skills in problem-solving, teamwork, active learning, communication, planning, and time management. In addition, it also increased their confidence in their abilities to learn, face unexpected challenges, and achieve goals, while considering new life opportunities, those which became an option when the students searched by themselves and learned more about the different angles of medicine. Conclusion Compared to the traditional lecture format that focuses on memorizing definitions and theoretical structures, instructional videos can be regarded as an innovative teaching tool and a unique medical education method that allowed students to participate more in the learning process even if their lectures were online. This article proposes an active learning method in undergraduate medical education which compensate for limited face-to-face attended during the pandemic. |
| first_indexed | 2024-03-08T14:15:24Z |
| format | Article |
| id | doaj.art-abaaf5f2ca07410c83aba9d702f83e1f |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-08T14:15:24Z |
| publishDate | 2024-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-abaaf5f2ca07410c83aba9d702f83e1f2024-01-14T12:27:14ZengBMCBMC Medical Education1472-69202024-01-0124111010.1186/s12909-023-04924-8The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19Noha N. Lasheen0Maram M. Fawzy1Mostafa B. Ibrahim2Associate Professor of Medical Physiology, Faculty of Medicine, Galala UniversityUndergraduate Students, Medicine and Surgery Program, Field of Medicine, Galala UniversityUndergraduate Students, Medicine and Surgery Program, Field of Medicine, Galala UniversityAbstract Background This study aimed at using instructional videos in physiology created by students to improve the process of learning Physiology especially during the COVID-19 Pandemic which enforced the lectures to be online. Additionally, it allowed students to visualize and understand clinical scenarios and the physiological reasons behind them while assessing how much they stand to gain from the experience. Methods This study is a project to implement FAIMER, ASU MENA-FRI Institute, Cairo, Egypt. In a foundation course for first-year medical students, the instructor utilized a variety of instructional methods including lecture, small group discussion, individual assignments, and reflection. Students were randomly allocated into 18 groups, then a topic in their physiology curriculum was chosen and they formulated a related case scenario, thereafter a video was made by themselves. This intervention was rewarded by activity mark in their course. Post-project questionnaire was used, and an external reviewer evaluated the videos presented by students. This study obtained IRB approval from the Faculty of Medicine, Ain Shams Medical Ethics committee. Results the project helped students to improve their skills in problem-solving, teamwork, active learning, communication, planning, and time management. In addition, it also increased their confidence in their abilities to learn, face unexpected challenges, and achieve goals, while considering new life opportunities, those which became an option when the students searched by themselves and learned more about the different angles of medicine. Conclusion Compared to the traditional lecture format that focuses on memorizing definitions and theoretical structures, instructional videos can be regarded as an innovative teaching tool and a unique medical education method that allowed students to participate more in the learning process even if their lectures were online. This article proposes an active learning method in undergraduate medical education which compensate for limited face-to-face attended during the pandemic.https://doi.org/10.1186/s12909-023-04924-8Student-centered learningInstructional videosPhysiology teaching |
| spellingShingle | Noha N. Lasheen Maram M. Fawzy Mostafa B. Ibrahim The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19 BMC Medical Education Student-centered learning Instructional videos Physiology teaching |
| title | The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19 |
| title_full | The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19 |
| title_fullStr | The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19 |
| title_full_unstemmed | The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19 |
| title_short | The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19 |
| title_sort | use of instructional videos to compensate for flexible physiology learning during the pandemic of covid 19 |
| topic | Student-centered learning Instructional videos Physiology teaching |
| url | https://doi.org/10.1186/s12909-023-04924-8 |
| work_keys_str_mv | AT nohanlasheen theuseofinstructionalvideostocompensateforflexiblephysiologylearningduringthepandemicofcovid19 AT marammfawzy theuseofinstructionalvideostocompensateforflexiblephysiologylearningduringthepandemicofcovid19 AT mostafabibrahim theuseofinstructionalvideostocompensateforflexiblephysiologylearningduringthepandemicofcovid19 AT nohanlasheen useofinstructionalvideostocompensateforflexiblephysiologylearningduringthepandemicofcovid19 AT marammfawzy useofinstructionalvideostocompensateforflexiblephysiologylearningduringthepandemicofcovid19 AT mostafabibrahim useofinstructionalvideostocompensateforflexiblephysiologylearningduringthepandemicofcovid19 |