Student Views on the Use of Videos in Medical Education Clinical Skills Training During Emergency Remote Teaching
Makaleler > Tam Makale · 2021
Yazarlar: İbrahim UYSAL, Güneş KORKMAZ, Murat TEKİN, Musa UYSAL
Tıp Eğitimi Dünyası, Uluslararası, 2021, cilt 20, ss 102-114
DOI: 10.25282/ted.937850
Özet
Aim: COVID-19 has profoundly affected the educational practices throughout the world, and education had to be conducted remotely due to the closure of almost all schools at all levels. As with all courses of pre-clinical students in the medical schools, the teaching of practical and clinical skills was carried out through emergency remote teaching. This study aims to investigate the opinions of pre-clinical medical students regarding the use of video as an educational material in their clinical skills training, and to compare their views about the non-interactive and interactive videos. Methods: The study adopted a cross-sectional and analytic research design. In this study, in which 452 medical students participated, a questionnaire form created by the researchers was used to collect data. Descriptive statistics such as percentage and frequency were used in the analysis. The data were analyzed using the chi-square test. Results: 49.3% of the pre-clinical medical students stated that emergency remote teaching in medical education could not achieve its purpose. While 77.7% of the students stated that online clinical skills training would not be sufficient without interactive videos, this rate decreased to 58.2% after the interactive videos were used. The chi-square comparison test showed that, this change is the result of interactive video watching. The positive views about gaining clinical skills through videos increased when interactive videos were used. Conclusions: The results revealed that students do not think emergency remote teaching practices will be sufficient to acquire the necessary skills in medical education, and that they would not be able to reach the competence to apply those skills on real patients. Although clinical skills training videos contribute to students’ concretization of those skills to some extent, they stated that it will not be sufficient for them to reach the required competence level to apply those skills in real life practices. To conclude, it does not reflect the reality if we state medical students have successfully achieved the related competences regarding the clinical skills training during the emergency remote teaching process before evaluating those skills in a face-to-face environment. However, it is expected that preparing educational materials through interactive videos and providing feedback to students during the teaching process will yield better results.