Botelho M G, Gao X, Jagannathan N
Faculty of Dentistry, University of Hong Kong, Hong Kong SAR, China.
Eur J Dent Educ. 2019 Feb;23(1):20-27. doi: 10.1111/eje.12373. Epub 2018 Jun 19.
This qualitative study analysed students' experiences and perceptions about different types of videos in a psychomotor skills course, relating to clinical knowledge and skills and how they benefited learners in and out of the classroom.
Subjects were recruited from 4th and 5th year dental undergraduate programme. The recruitment was terminated after 24 students participated since data saturation was reached. A semi-structured interview was conducted with each participating student, digitally recorded and transcribed verbatim. A thematic analysis was performed using an inductive approach to identify key themes.
Four key domains were identified from thematic analysis: functionality and access; learning and understanding; clinical skills preparation and performance and supplementary learning resources. Students perceived videos to be an important and vital learning tool relating to its on-demand access, control of functionality and use for particular needs that is not possible from textbooks or lectures. Video learning materials allows students to clarify knowledge, improve cognitive thinking and enhance revision of theoretical concepts and clinical skills. Two types of video were regarded as particularly useful as students reported being actively and cognitively engaged in the learning content and broadened their clinical experience. In addition, students reported mental preparation of clinical psychomotor skills using their own mental visualisation which enabled them to prepare for the clinical care of their patients.
This qualitative research supports the benefits of learning from videos in relation to convenience of access and functionality of the videos. In addition, it shows novel aspects to learning from videos that are more cognitively engaging and in mental preparation of clinical skills prior to patient care.
本定性研究分析了学生在一门心理运动技能课程中对不同类型视频的体验和看法，这些视频与临床知识和技能相关，以及它们如何使课堂内外的学习者受益。
从牙科本科四年级和五年级课程中招募受试者。在24名学生参与后招募终止，因为已达到数据饱和。对每位参与学生进行了半结构化访谈，进行数字录音并逐字转录。采用归纳法进行主题分析以确定关键主题。
通过主题分析确定了四个关键领域：功能与获取；学习与理解；临床技能准备与表现以及补充学习资源。学生认为视频是一种重要且关键的学习工具，因其可按需获取、功能可控制且能满足特定需求，而这是教科书或讲座无法做到的。视频学习材料使学生能够澄清知识、提高认知思维并加强对理论概念和临床技能的复习。两种类型的视频被认为特别有用，因为学生报告称积极且全神贯注于学习内容并拓宽了临床经验。此外，学生报告称通过自己的心理可视化对临床心理运动技能进行心理准备，这使他们能够为患者的临床护理做好准备。
这项定性研究支持了从视频学习在获取便利性和视频功能方面的益处。此外，它展示了从视频学习的新方面，即更具认知吸引力以及在患者护理前对临床技能进行心理准备。
