Aluri Kelly, Sow Mohamed, Amieva Manuel, Chen Sharon
Stanford University School of Medicine, Stanford, CA, 94304, USA.
MedEdPublish (2016). 2022 Sep 29;12:52. doi: 10.12688/mep.19179.2. eCollection 2022.
The COVID-19 pandemic has accelerated a transition from lecture-based classes to blended and online learning, increasing the need to integrate publicly available online educational videos. Although online videos are widely available, it is challenging for educators to effectively integrate them into a curriculum. Years before the pandemic, educators from different institutions integrated videos from a library of microbiology and immunology resources into different curricula. Their experiences may inform current educators on the approach to incorporating external resources into their unique curricula. We interviewed US health professions instructors or course directors who had previously requested access to online microbiology and immunology videos. Using thematic analysis, we organized prominent themes into an existing framework for curriculum development. We then reflected on the meaning of the themes using the same conceptual framework. We found that educators from different schools were able to integrate the same publicly available videos into varying contexts. Most used them as preparation for interactive sessions. For integrating videos, educators felt success when the following actions occurred. 1) Educators integrated videos as a tool to enhance active-learning activities. 2) Educators created activities that focused on clinical applications of knowledge, taught critical thinking, and developed enthusiasm for the subject. 3) They tested students on knowledge application and major concepts rather than solely on content for high-stakes exams. 4) Educators worked with administrators who understood the goals of integrating external videos and supported educators with time and resources to develop effective blended learning. Our study suggests that educators integrating external resources into their curricula may benefit from first establishing their goals and aspirations for their students. These goals then become the anchor for other curricular elements, including external videos, in-class activities, and assessments. Our study highlights the need for dedicated time to develop experienced and enthusiastic educators.
新冠疫情加速了从传统课堂教学向混合式和在线学习的转变，增加了整合公开在线教育视频的需求。尽管在线视频随处可得，但教育工作者要将其有效融入课程仍具有挑战性。在疫情爆发的数年前，来自不同机构的教育工作者就已将微生物学和免疫学资源库中的视频整合到不同课程中。他们的经验或许能为当下的教育工作者提供如何将外部资源融入其独特课程的方法。我们采访了之前曾申请获取在线微生物学和免疫学视频的美国健康职业教师或课程主任。通过主题分析，我们将突出的主题组织到一个现有的课程开发框架中。然后，我们使用相同的概念框架来思考这些主题的意义。我们发现，不同学校的教育工作者能够将相同的公开可用视频融入不同的情境中。大多数人将其用作互动课程的预习材料。对于整合视频，当出现以下情况时，教育工作者会感到成功。1）教育工作者将视频作为增强主动学习活动的工具。2）教育工作者设计的活动聚焦于知识的临床应用、培养批判性思维并激发学生对该学科的热情。3）他们测试学生的知识应用和主要概念，而非仅针对高风险考试的内容。4）教育工作者与理解整合外部视频目标的管理人员合作，这些管理人员为教育工作者提供时间和资源支持，以开展有效的混合式学习。我们的研究表明，将外部资源融入课程的教育工作者或许首先应明确其对学生的目标和期望，这将有所助益。这些目标随后成为其他课程元素的核心，包括外部视频、课堂活动和评估。我们的研究强调需要投入专门时间来培养经验丰富且热情高涨的教育工作者。
