Associate Professor of Medical Physiology, Faculty of Medicine, Galala University, Suez, Egypt.
Associate Professor of Medical Physiology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
BMC Med Educ. 2024 Jan 10;24(1):46. doi: 10.1186/s12909-023-04924-8.
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.
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.
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.
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.
本研究旨在使用学生制作的生理学教学视频来改进生理学的学习过程，尤其是在 COVID-19 大流行期间，强制将讲座转为线上进行时。此外，它还允许学生可视化和理解临床场景及其背后的生理原因，同时评估他们从该经验中获得的收益。
本研究是埃及开罗 ASU MENA-FRI 研究所 FAIMER 项目的一部分。在一年级医学生的基础课程中，讲师使用了多种教学方法，包括讲座、小组讨论、个人作业和反思。学生被随机分配到 18 个小组中，然后选择他们生理学课程中的一个主题，并制定相关的病例场景，然后自行制作视频。这种干预措施会在他们的课程中获得活动分数奖励。使用项目后问卷调查，外部评审员评估学生提交的视频。本研究获得了 Faculty of Medicine，Ain Shams Medical Ethics 委员会的 IRB 批准。
该项目帮助学生提高了解决问题、团队合作、主动学习、沟通、规划和时间管理方面的技能。此外，它还增强了学生对自己学习能力、应对意外挑战和实现目标的信心，同时考虑到新的生活机会，这些机会在学生自己寻找并更多地了解医学的不同角度时成为了一种选择。
与传统注重记忆定义和理论结构的讲座形式相比，教学视频可以被视为一种创新的教学工具和独特的医学教育方法，即使在在线讲座期间，也允许学生更多地参与学习过程。本文提出了一种在本科医学教育中应用的主动学习方法，以弥补大流行期间面对面教学的局限性。
