Impact of Clinical Video Scenarios Used for a Summative Exam to Facilitate Learning.

INTRODUCTION

This article explores the use of clinical vicarious learning dialogue videos as a learning resource for a written summative assessment.

METHOD

A prescribed list of 42 clinical vicarious learning dialogue videos was disseminated to students, and they were informed that these would form the scope of a prosthodontics question in their final year summative exam. The videos captured the learning dialogue between a teacher and student during diagnosis, problem-solving or clinical decision-making in relation to prosthodontic patient interactions. Exam questions were created from screen capture images from the videos based on and around the video content. After the exam, video analytics was captured, and students were invited for an interview using a question guide which was recorded and transcribed and a thematic analysis was performed using a deductive inductive approach.

RESULTS

Fourteen students were interviewed, and from these three domains and 10 key themes were identified: learning: learning strategy, learning new skills and knowledge, learning clinical skills, application of learnt skills and engagement; assessment: exam scope and stress, clinical relevance, motivation, generalisable; and video as a learning medium: enjoyable, affordance. Students reported that using these videos facilitated and supported their exam preparations, stimulated learning new content as well as higher-order thinking skills. Students reported they had applied skills learnt from the videos and broadened their cognitive skills and practical experience. The format of the assessment was described as enjoyable and reduced stress. All students reported they watched 'all' the videos which appeared to be supported by the analytics.

CONCLUSION

Clinical vicarious learning dialogue videos were found to help learning, assessment literacy, clinical cognitive skills, stress and motivation for learning.