Evaluation of the Tuto'Tour pregnancy intervention among pregnant smokers in vulnerable situations / Évaluation du dispositif Tuto'Tour de la grossesse chez les femmes fumeuses enceintes vulnérables.

INTRODUCTION: In France, pregnant women generally receive written information about their pregnancy. The efficacy of these materials is limited for socially disadvantaged women, who are more likely to have lower levels of health literacy. As an alternative tool, awareness-raising videos have become popular, and the "Tuto'Tour de la grossesse" health promotion intervention has been created, which includes videos about smoking. The study objective was to evaluate the acceptability, usability, and accessibility of two videos about smoking among pregnant smokers in vulnerable situations. METHODS: We conducted semi-structured interviews with these women, using a participatory approach. We then carried out a hybrid qualitative analysis, combining an analysis based on a conceptual framework and an inductive analysis. RESULTS: Out of twenty participants, nine were separated from their child's father and nine were unemployed. Twelve participants had less than a baccalaureate level of education and seven had a mother tongue other than French. Participants found the videos acceptable, usable, and accessible. We received positive feedback about the efficacy of the videos in terms of participants' ability, opportunity, and motivation to change their behavior. Suggestions for improving the videos were made. CONCLUSIONS: Other studies have looked at health promotion with similar interventions, but acceptability, usability, and accessibility have not been tested with socially disadvantaged women. These videos, which are acceptable, usable, and accessible to socially disadvantaged people, seem to have an influence on two out of three factors leading to behavior change. They could now be tested on a larger scale in a randomized controlled study.

Introduction: En France, les femmes enceintes reçoivent généralement des informations concernant leur grossesse sous forme écrite. Ces supports présentent des limites pour les femmes en situation de vulnérabilité, à plus haut risque d'avoir une littératie en santé limitée. Ainsi, les vidéos de sensibilisation sont devenues populaires et le dispositif de promotion de santé « Tuto'Tour de la grossesse ¼ a été créé, comprenant des vidéos sur le tabac. L'objectif de notre étude était d'évaluer l'acceptabilité, l'utilisabilité et l'accessibilité de deux vidéos sur le tabagisme chez les femmes enceintes fumeuses en situation de vulnérabilité. Méthodes: Nous avons conduit des entretiens semi-directifs auprès de ces femmes, en suivant une approche participative. Nous avons ensuite procédé à une analyse qualitative hybride, combinant une analyse fondée sur une trame conceptuelle et une analyse inductive. Résultats: Sur vingt participantes, neuf étaient séparées du père de l'enfant et neuf étaient sans emploi. Douze d'entre elles n'avaient pas atteint un niveau de formation équivalent au baccalauréat et sept avaient une langue maternelle autre que le français. Les vidéos ont été jugées acceptables, utilisables et accessibles pour les participantes. Des retours positifs ont été recueillis concernant l'efficacité des vidéos à induire un changement de comportement. Des pistes pour améliorer les vidéos ont été suggérées. Conclusions: D'autres études s'intéressent à des dispositifs similaires mais l'acceptabilité, l'utilisabilité et l'accessibilité n'ont pas été testées. Ces vidéos semblent avoir une influence sur deux des trois facteurs menant à un changement de comportement. Elles peuvent maintenant être testées à plus grande échelle dans une étude contrôlée randomisée.

Metodologías utilizadas por los profesionales de enfermería en la producción de videos educativos: revisión integradora / Methodologies used by Nursing professionals in the production of educational videos: An integrative review / Metodologias utilizadas pelos profissionais de enfermagem na produção de vídeos educativos: revisão integrativa

Objetivo: evaluar la evidencia científica sobre las metodologías que utilizan los profesionales de enfermería para producir videos educativos. Método: revisión integradora. La búsqueda de estudios primarios se realizó en las bases de datos CINAHL, LILACS y MEDLINE/PubMed. La muestra estuvo compuesta por 19 investigaciones. La calidad metodológica de los estudios incluidos se evaluó usando una herramienta propuesta por la Johns Hopkins Nursing Evidence-Based Practice y los resultados se analizaron de forma descriptiva. Resultados: las etapas metodológicas utilizadas para el proceso de elaboración y realización de los videos incluyen preproducción, producción y postproducción. Los estudios revelan que, en general, los autores aplicaron y/o describieron correctamente las etapas, además contemplaban el método adoptado. Sin embargo, en 14 estudios no se utilizó un marco metodológico para garantizar el rigor en su realización y en 11 presentaron validación por parte del público objetivo. Conclusión: la síntesis de conocimientos mostró que aún hay necesidad de atención en la construcción de videos educativos en cuanto al marco metodológico y la validación por la población objetivo. La ejecución rigurosa de los procedimientos metodológicos necesarios para el desarrollo de videos educativos, para fomentar la adquisición de habilidades esenciales para la creación de material didáctico de alta calidad.

Objective: to evaluate the diverse scientific evidence on the methodologies used by Nursing professionals in the production of educational videos. Method: an integrative review. The search for primary studies was carried out in the CINAHL, LILACS and MEDLINE/PubMed databases. The sample consisted of 19 research studies. The methodological quality of the studies included was assessed using a tool proposed by the Johns Hopkins Nursing Evidence-Based Practice and the results were analyzed in a descriptive form. Results: the methodological stages used for the process to elaborate and make the videos include pre-production, production and post-production. The studies reveal that, for the most part, the stages were properly applied and/or described by the authors, in addition to contemplating the method adopted. However, in 14 studies there was no use of a methodological framework to ensure rigor in their conduction and in 11 presented validation by the target audience. Conclusion: the synthesis of knowledge showed that there is still a need for attention for the construction of educational videos regarding the methodological framework and validation by the target population. The rigorous execution of the methodological procedures necessary for the development of educational videos, aiming to encourage the acquisition of essential skills for the creation of high-quality teaching materials.

Objetivo: avaliar as evidências científicas sobre as metodologias utilizadas pelos profissionais de enfermagem na produção de vídeos educativos. Método: revisão integrativa. A busca dos estudos primários foi realizada nas bases de dados CINAHL, LILACS e MEDLINE/PubMed. A amostra foi composta por 19 pesquisas. A qualidade metodológica dos estudos incluídos foi avaliada por meio ferramenta proposta por Johns Hopkins Nursing Evidence-Based Practice e os resultados foram analisados de forma descritiva. Resultados: as etapas metodológicas utilizadas para o processo de elaboração e construção dos vídeos compreendem a pré-produção, produção e pós-produção. Os estudos revelaram que, majoritariamente, as etapas foram aplicadas e/ou descritas corretamente pelos autores, além de contemplar o método adotado. No entanto, em 14 estudos não houve a utilização de referencial metodológico para assegurar o rigor em sua condução e em 11 apresentaram a validação pelo público-alvo. Conclusão: a síntese de conhecimento mostrou que ainda há necessidade de atenção para a construção de vídeos educativos quanto ao referencial metodológico e validação pela população-alvo. A execução rigorosa dos procedimentos metodológicos para o desenvolvimento de vídeos educacionais, permitem fomentar a aquisição de habilidades essenciais para a criação de materiais didáticos de elevada qualidade.

Animated Videos Based on Food Processing for Guidance of Brazilian Adults: Validation Study.

BACKGROUND: Ultraprocessed foods (UPFs) contribute almost one-fifth of the calories consumed by the Brazilian population. This consumption has been favored by aspects such as the ease of acquisition and low cost of this food group. Initiatives focused on supporting and promoting healthy eating practices have been implemented. Among them, the availability of educational resources is an important strategy to maximize the effectiveness of these actions in the field of food and nutrition education (FNE). OBJECTIVE: This study aims to describe the development and validation process of animated videos based on the NOVA food classification for FNE actions aimed at Brazilian adults. METHODS: This methodological study was developed in the following 4 phases: planning, preproduction, production, and postproduction. In the planning phase, a literature review was con-ducted on the topic and to define the content to be covered. The design of the material was based on the cognitive theory of multimedia learning. In the preproduction phase, video scripts were developed and evaluated by 7 content specialists. In the production phase, videos were developed based on the assessed scripts and then assessed by 3 multimedia production specialists. In the postproduction phase, the videos were evaluated by 15 representatives of the target audience. All results obtained in the evaluation phases were analyzed using the content validity index (CVI). RESULTS: We developed 3 animated videos covering the following themes: food processing levels, food categories according to processing levels, and UPFs and their impact on health. In the evaluation by the content specialists, the scripts of videos 1, 2, and 3 obtained CVIs at the scale level and average method equal to 0.96, 0.98, and 0.98, respectively. When the animated videos were evaluated by multimedia production specialists and representatives of the target audience, these indexes were equal to 1.0. These results attest to the videos' adequacy and quality in communicating the addressed content. CONCLUSIONS: The animated videos developed and validated in this study proved to be adequate for their purpose. Thus, it is expected that they will be an important instrument for FNE actions aimed at an adult audience and for disseminating the Dietary Guidelines for the Brazilian Population.

Including Medical Footage and Emotional Content in Organ Donation Educational Videos for Latinx Viewers.

We assessed whether videos with medical footage of organ preservation and transplantation plus sad, unresolved, or uplifting stories differentially affect deceased organ donor registration among clients in Latinx-owned barbershops and beauty salons. In a 2 × 3 randomized controlled trial, participants (N = 1,696, mean age 33 years, 67% female) viewed one of six videos. The control portrayed a mother who received a kidney (uplifting), excluding medical footage. Experimental videos included medical footage and/or showed a mother waiting (unresolved) or sisters mourning their brother's death (sad). Regression models assessed relative impact of medical footage and storylines on: (1) registry enrollment, (2) donation willingness stage of change, and (3) emotions. Randomization yielded approximately equal groups relative to age, sex, education, religion, nativity, baseline organ donation willingness, beliefs, and emotions. Overall, 14.8% of participants registered. Neither medical footage, sad, nor unresolved stories differentially affected registration and changes in organ donation willingness. Sad and unresolved stories increased sadness and decreased positive affect by ~0.1 logits compared with the uplifting story. Educational videos about organ donation which excluded or included medical footage and varying emotional valence of stories induced emotions marginally but did not affect viewers' registration decisions differently. Heterogeneity of responses within video groups might explain the attenuated impact of including medical footage and varying emotional content. In future work, we will report qualitative reasons for participants' registration decisions by analyzing the free text responses from the randomized trial and data from semistructured interviews that were conducted with a subset of participants.

Analysis of YouTube videos related to a child's first dental visit.

BACKGROUND: As parents increasingly turn to online videos for paediatric dental information, it is important to assess the content of those videos and determine whether parents are receiving accurate information. AIM: To describe and assess the video characteristics, viewer engagement, and content of the most-viewed YouTube videos about a child's first dental visit. DESIGN: The 100 most popular YouTube videos related to a child's first dental visit were assessed for consistency with current professional guidelines, which included a first visit by age 1, tooth cleaning or prophylaxis, fluoride application, caries risk assessment, dietary counseling, oral hygiene instruction, frequency of dental visits, and anticipatory guidance. Differences in video characteristics (length, age, and viewer engagement) were assessed using the Kruskal-Wallis test and the post hoc Mann-Whitney U test, and differences in content and characteristics by video upload source (healthcare professionals, parents/caregivers, and independent media outlets) were examined using the chi-square test and the Fisher's exact test. RESULTS: The predominant upload source was parents/caregivers (40%) followed by independent media outlets (32%) and healthcare professionals (28%). Median video length was 2 min, 24 s (IQR = 2:05-3:49), and median video age was 4 years (IQR = 3-4 years). Most videos were filmed in a paediatric dental office (73%) and focused on motivational vs. educational content (77% vs. 23%, respectively). With regard to viewer engagement, videos uploaded by media outlets generated higher viewing rates than those uploaded by parents/caregivers (mean rank [MR] = 44.7 vs. 24.8, respectively) and healthcare professionals (MR = 34.8 vs. 31.5) and higher interaction rates than those uploaded by parents/caregivers (MR = 50.8 vs. 25.0) and healthcare professionals (MR = 39.1 vs. 20.6). Videos uploaded by healthcare professionals were more likely to provide educational content consistent with professional recommendations, particularly regarding caries risk assessment (32.1%), dietary counseling (21.4%), and frequency of dental visits (10.7%), than videos uploaded by parents/caregivers (5.0%, 5.0%, and 0%, respectively) and media outlets (0%, 3.1%, and 0%, respectively). CONCLUSIONS: This study found that the most popular videos related to a child' first dental visit, as measured by viewer engagement, were uploaded by parents or caregivers, were longer and newer, and featured motivational rather than educational content. The 100 most-viewed videos rarely presented information that was consistent with professional recommendations for children's oral health, particularly regarding caries risk assessment and anticipatory guidance.

A resource analysis of the use of the video function of electronic devices for home exercise instruction in rehabilitation.

PURPOSE: To compare resources required to provide paper-based versus videoed instructions for home exercises in rehabilitation. MATERIALS AND METHODS: An observational cohort study included twenty-two allied health professionals (physiotherapists [n = 13], occupational therapists [n = 6] and speech pathologists [n = 3]), providing exercise instructions for n = 110 patients within a community rehabilitation program of a large metropolitan health service. Home exercise instructions were provided to patients with various health conditions. Patients chose between receiving paper-based home exercise instructions, or using their own smart technology to video their home exercises. The primary outcome measure was cost from a health service perspective, based on health professional time, paper used, and printing. RESULTS: A total of 128 initial home exercise instructions were provided to 110 patients, with 36 patients reviewed at least once. Each initial exercise instruction provided using electronic devices saved 5.5 min (95% CI 0.5 to 10.5) with a cost saving of Australian dollar $4.70 (95% CI -8.89 to -0.52) compared with paper-based instructions. There were no significant cost differences (MD $1.16 95% CI -3.87 to 6.18) between modes for exercise review. CONCLUSIONS: Home exercise instructions provided on electronic devices cost less than paper-based instructions when patients are using their own smart devices.Implications for rehabilitationCosts are minimised when home exercise instructions are provided using the video function of the patient's own electronic devices compared with paper-based instructions.Since patient outcomes appear to be similar with instructions provided in electronic or paper-based mode, exercise instructions in community rehabilitation should be provided using the video function of electronic devices where these are available.

Relation between educational reliability and viewer interest in YouTube® videos depicting endometrioma cystectomy surgical techniques.

OBJECTIVE: To assess the reliability of YouTube® endometrioma cystectomy videos based on technical video analysis and considering the surgical steps. MATERIAL AND METHOD: The present study yielded 756 videos after a search on YouTube® with the keywords "endometriosis cystectomy, endometrioma cystectomy, chocolate cyst cystectomy, and endometrioma surgery'' during the period from January 7, 2007 to January 7, 2019. The viewer interest parameters such as total number of subscribers, views, likes, dislikes, comments, source of the videos, and the date of upload were assessed. Besides, the surgical steps were also evaluated considering committee suggestions. RESULTS: There were 140 (78.7 %) videos in Group 1 (not useful and slightly useful) and 38 (21.3 %) videos in Group 2 (useful and very useful). The mean numbers of subscribers, views, and likes were 5737.843 ± 15741.302, 10614.257 ± 32702.339, and 17.7 ± 43.57, respectively, in Group 1, and 851.052 ± 1613.599, 8192.55 ± 15989.955, and 11.92 ± 27.52, respectively, in Group 2. The type of surgery was significantly different between the study groups. The videos of cases with robotic surgeries presented more useful descriptive information (p = 0.003). There was a significant difference between the study groups regarding the type of hemostasis. The presence of didactic steps was higher in Group 2 (47.4 %) compared to Group 1 (28.6 %) (p = 0.02) CONCLUSIONS: Overall, only around 21 % of YouTube videos presenting endometrioma surgery were defined as useful or very useful. The interest rates of the viewers may not compatible with the usefulness rate of the videos.

Information about COVID-19 for deaf people: an analysis of Youtube videos in Brazilian sign language / Información sobre COVID-19 para sordos: análisis de videos de youtube en lengua de signos brasileña / Informações sobre COVID-19 para surdos: análise de vídeos do youtube em língua brasileira de sinais

ABSTRACT Objective: to analyze YouTube videos with information about COVID-19 in Brazilian sign language. Methods: a cross-sectional study conducted with 402 videos from the YouTube sharing platform. Chi-square, Fisher's exact, Mann-Whitney and Spearman's correlation tests were used. Results: the videos mainly covered COVID-19 prevention (20.6%). There was a positive correlation between video length and number of views (p<0.001). The length of more than 20 minutes was associated with narration only in BSL (p=0.37) and in BSL with audio (p<0.001), while videos with less than 20 minutes were associated with simultaneous narration in BSL, audio and subtitles. Those with narration only in BSL had a similar number of views to those narrated with subtitles and/or audio (p=0.998). Conclusion: the videos were mostly short and included COVID-19 prevention. The longer the video, the greater the number of views. Regardless the presentation of narrations, the videos had a similar number of views.

RESUMEN Objetivo: analizar videos de YouTube con información sobre COVID-19 en lengua de signos brasileña. Métodos: estudio transversal, con 402 videos de la plataforma de intercambio de YouTube. Se utilizaron pruebas de Chi-Cuadrado, Exacta de Fisher, Mann-Whitney y Correlación de Spearman. Resultados: los videos cubrieron principalmente la prevención de COVID-19 (20,6%). Hubo una correlación positiva entre la duración y el número de visualizaciones del video (p<0,001). La duración de más de 20 minutos se asoció con la narración solo en lengua de signos (p=0,37) y en lengua de signos con audio (p<0,001), mientras que los videos con menos de 20 minutos se asociaron con la narración simultánea en lengua de signos, audio y subtítulos. Aquellos con narración solo en lengua de signos tuvieron un número de vistas similar a los narrados con subtítulos y/o audio (p=0,998). Conclusión: los videos fueron en su mayoría cortos e incluyeron la prevención de COVID-19. Cuanto más largo sea el video, mayor será la cantidad de vistas. Independientemente de la presentación de las narraciones, los videos tuvieron un número similar de visualizaciones.

RESUMO Objetivo: analisar vídeos do YouTube com informações sobre COVID-19 em língua brasileira de sinais. Métodos: estudo transversal, com 402 vídeos da plataforma de compartilhamentos YouTube. Foram utilizados testes Qui-Quadrado, Exato de Fisher, Mann-Whitney e Correlação de Spearman. Resultados: os vídeos contemplaram, sobretudo, a prevenção da COVID-19 (20,6%). Houve correlação positiva entre duração e número de visualizações do vídeo (p<0,001). A duração superior a 20 minutos se associou à narração somente em Libras (p=0,37) e em Libras com áudio (p<0,001), enquanto vídeos com menos de 20 minutos se associaram com narração simultânea em Libras, áudio e legenda. Aqueles com narração somente em Libras tiveram número de visualizações semelhantes aos narrados com legenda e/ou áudio (p=0,998). Conclusão: os vídeos eram, na maioria, curtos e contemplavam prevenção da COVID-19. Quanto maior a duração do vídeo, maior o número de visualizações. Independente da apresentação das narrações, os vídeos possuíam número de visualizações semelhantes.

Management of cardiopulmonary arrest in an educational video: contributions to education in pediatric nursing / Manejo da parada cardiorrespiratória em vídeo educativo: contribuições para o ensino na enfermagem pediátrica / Manejo del paro cardiorrespiratorio en un video educativo: contribuciones a la enseñanza en enfermería pediátrica

Objective: to make and validate an educational video about the management of pediatric cardiopulmonary arrest caused by respiratory failure. Method: methodological study developed in three stages: preparation and validation of a clinical case; production; and validation of educational video. To build the educational video, the Fleming, Reynolds and Wallace methodological framework was used. Results: the clinical case was validated by ten expert referees, who worked as nurses in different regions in Brazil, by completing an online form, with one round of evaluation and calculation of the content validity index. The educational video was validated by three expert judges and 25 nursing students in an evaluation round and contains six scenes, with duration of nine minutes and 56 seconds. An agreement over 80% was reached for most of the items in both the clinical case and the educational video. Conclusion: the educational video proved valid regarding face and content. This educational technology has the potential to meet the demands of students, who are digital natives, related to teaching of management of pediatric cardiopulmonary arrest caused by respiratory failure.

Objetivo: construir e validar um vídeo educativo sobre o manejo da parada cardiorrespiratória pediátrica por insuficiência respiratória. Método: estudo metodológico desenvolvido em três etapas: elaboração e validação de um caso clínico; produção; e validação de vídeo educativo. Para construção do vídeo educativo foi utilizado o referencial metodológico de Fleming, Reynolds e Wallace. Resultados: o caso clínico foi validado por 10 juízes expertises e enfermeiros de diferentes regiões do Brasil, por meio de formulário on-line, com uma rodada de avaliação e cálculo do Índice de Validação de Conteúdo. O vídeo educativo foi validado por três juízes expertises e 25 acadêmicos de Enfermagem em uma rodada de avaliação e contém seis cenas e duração de nove minutos e cinquenta e seis segundos. Tanto o caso clínico quanto o vídeo educativo obteve-se para a maior parte dos itens, 80% ou mais de concordância. Conclusão: vídeo educativo mostrou-se válido quanto à aparência e ao conteúdo. Essa tecnologia educacional tem potencial para atender às demandas de alunos, nativos digitais, tanto quanto ao ensino do manejo da parada cardiorrespiratória pediátrica ocasionada por insuficiência respiratória.

Objetivo: construir y validar un video educativo sobre manejo del paro cardiorrespiratorio pediátrico por insuficiencia respiratoria. Método: estudio metodológico desarrollado en tres etapas: elaboración y validación de un caso clínico; producción; y validación de video educativo. Para la construcción del video educativo se utilizó el marco metodológico de Fleming, Reynolds y Wallace. Resultados: el caso clínico fue validado por 10 jurados expertos, enfermeros de diferentes regiones de Brasil, mediante formulario online, en una ronda de evaluación y calculándose Índice de Validación de Contenido. El video educativo fue validado por tres jueces expertos y 25 estudiantes de enfermería en una ronda de evaluación y contiene seis escenas, de nueve minutos cincuenta y seis segundos. Se obtuvo concordancia de 80% o superior para la mayoría de los ítems del caso clínico y del video educativo. Conclusión: el video educativo demostró validez en cuanto a apariencia y contenido. Esta tecnología educacional tiene potencial para satisfacer la demanda de alumnos nativos digitales en la enseñanza del manejo del paro cardiorrespiratorio pediátrico ocasionado por insuficiencia respiratoria.

The package barrier to user adherence: Comparative analysis of various types of opening instructions on the ease of opening comprising effectiveness, efficiency and user satisfaction.

AIMS: Adequate user access to drug therapy can only be ensured when the drug can be removed from its package. The aim of this study was to investigate the influence of a variety of opening instructions on the ease of opening a user package and user satisfaction. METHODS: This experiment was conducted according to CEN/TS 15945. Ease of opening was defined as the ability to open a package within a defined time frame (effectiveness) and the learning effect by repeated opening (efficiency). (Dis)satisfaction ranged from -2 to +2. Empty bottles with left threat screw caps (rather than the standard right) were studied following 4 different types of instructions: none, arrow in the screw cap, package leaflet, video. Each instruction was studied in a group of 20 different healthy older adult volunteers (65-80 years). No opening aid was permitted. Data were captured in forms and on video. RESULTS: Nine (45%) participants could open the package without any instruction, 19 (95%) with an arrow marked bottle and 20 (100%) with a package leaflet or video. No notable differences were observed in median times for first and repeated opening. Participants were most often (n = 11) dissatisfied (score -2) without any instruction and neutral to most satisfied (0-2) with a video (n = 17). CONCLUSION: The effectiveness, efficiency and user satisfaction to open a package is strongly influenced by the type of opening instruction. This conclusion requires further consideration in drug product packaging and labelling.

Development and validation of a video on bed baths / Elaboração e validação de um vídeo sobre banho no leito / Elaboración y validación de un video sobre baño en la cama

Objective: develop and validate a video on bed bathing directed to nursing professionals and students. Method: the video was based on the literature and presents the definition of bed bath, indications for its performance, steps to perform it, and potential complications. Nursing professors and nurses validated it. They assessed the pertinence of content, clarity, and language of the video scenes. The Delphi Technique was used in this phase. After recording, three nursing professors, along with undergraduate nursing students from a public university, assessed the educational video. The professors first watched the video and suggested changes, and then the students watched the video after the changes were implemented. Results: six rounds were needed for experts to validate the video script using the Delphi Technique. After the video recording, undergraduate students considered the video of easy understanding. Conclusion: the video script was composed of four topics and was validated by experts after six rounds. The video was assessed by the professors and nursing undergraduate students, who considered the topics and the video as a whole as apprehensible. This study is expected to contribute to professional training and improvement of the knowledge and skills of nursing students.

Objetivo: elaborar e validar um vídeo sobre a técnica do banho no leito direcionado aos profissionais e estudantes de enfermagem. Método: o vídeo foi baseado na literatura e apresenta a definição de banho no leito, indicações, passos para sua realização e possíveis complicações. A validação foi conduzida por docentes de enfermagem e enfermeiros, que avaliaram a relevância do conteúdo, clareza e linguagem utilizada no vídeo. A Técnica de Delphi foi usada nesta fase. Depois da gravação, o vídeo educacional foi avaliado por três docentes de enfermagem e estudantes do Curso de Graduação em Enfermagem de uma universidade pública. Primeiramente os docentes assistiram ao vídeo e sugeriram alterações e, posteriormente, após os ajustes solicitados, os alunos assistiram ao vídeo. Resultados: seis rodadas foram necessárias para os especialistas validarem o roteiro do vídeo usando a Técnica de Delphi. Depois de assistir ao vídeo, os alunos de graduação o consideraram compreensível. Conclusão: o roteiro do vídeo, composto por quatro tópicos, foi validado por especialistas depois de seis rodadas. O vídeo foi avaliado por docentes e alunos de graduação, que consideraram os tópicos, e o vídeo como um todo, compreensíveis. Espera-se que este vídeo possa contribuir para a qualificação profissional e aprimoramento do conhecimento e habilidades de estudantes de enfermagem.

Objetivo: elaborar y validar un video sobre la técnica del baño en la cama dirigido a los profesionales y estudiantes de enfermería. Método: el video fue basado en la literatura y presenta la definición de baño en la cama, indicaciones, pasos para su realización y posibles complicaciones. La validez fue realizada por docentes de enfermería y enfermeros, los que evaluaron la relevancia de contenido, clareza y lenguaje, utilizados en el video. La Técnica de Delphi fue utilizada en esta fase. Después de la grabación, el video educacional fue evaluado por tres docentes de enfermería y por estudiantes del curso de graduación en enfermería de una universidad pública. Primero, los docentes presenciaron el video y sugirieron hacer alteraciones; posteriormente, después de los ajustes solicitados los estudiantes presenciaron el video. Resultados: seis rondas fueron necesarias para que los especialistas validasen el guión del video, usando la Técnica de Delphi. Después de ver el video, los estudiantes de graduación lo consideraron comprensible. Conclusión: el guión del video, compuesto por cuatro tópicos, fue validado por especialistas después de seis rondas de análisis. El video fue evaluado por docentes y estudiantes de graduación, los que consideraron los tópicos y el video como siendo un todo comprensible. Se espera que este video pueda contribuir para la calificación profesional y el perfeccionamiento del conocimiento y de habilidades de los estudiantes de enfermería.

Building and validating an educational video for elderly individuals about fall risks / Construcción y validación de video educativo para ancianos sobre riesgos de caída / Construção e validação de vídeo educativo para idosos acerca dos riscos de queda

ABSTRACT Objective: to build and validate educational video for elderly individuals about fall risks. Methods: methodological study with video building. validated by 22 judges and assessed by 22 elderly individuals. Content was selected from the Fall Prevention Model and items from the Falls Risk Awareness Questionnaire. Items with an agreement greater than 0.80 were considered valid. verified through Content Validation Index (CVI) and binomial test. Results: building the video was guided by the Cognitive Theory of Multimedia Learning. Digital animation and audio narration were used. It lasted ten minutes and five seconds and included biological. socioeconomic. behavioral and environmental risks as well as precautions to avoid them. The CVI of judges had an average of 0.99. and of elderly individuals. an average of 1.0. Conclusion: the video was built and validated for content and understanding and can be used to prevent falls in elderly individuals.

RESUMEN Objetivo: construir y validar video educativo para personas mayores sobre riesgos de caídas. Métodos: estudio metodológico con video construcción. validado por 22 jueces y evaluado por 22 personas mayores. El contenido se seleccionó del Modelo de Prevención de Caídas y elementos del Falls Risk Awareness Questionnaire. Los artículos con acuerdo superior a 0.80 se consideraron válidos. verificados mediante el Índice de Validación de Contenido (IVC) y prueba binomial. Resultados: la construcción del video fue guiada por la Teoría Cognoscitiva del Aprendizaje Multimedia. Se utilizaron animación digital y narración de audio. Duró diez minutos y cinco segundos e incluyó riesgos biológicos. socioeconómicos. conductuales y ambientales. así como precauciones para evitarlos. El CVI de los jueces tuvo un promedio de 0.99 y el de los ancianos. un promedio de 1.0. Conclusión: el video fue construido y validado en términos de contenido y comprensión y puede usarse para prevenir caídas en los ancianos.

RESUMO Objetivo: construir e validar vídeo educativo para idosos acerca dos riscos de queda. Métodos: estudo metodológico com construção de vídeo, validado por 22 juízes e avaliado por 22 idosos. Selecionou-se o conteúdo a partir do Modelo de Prevenção de Quedas e itens do Questionário de Percepção dos Riscos de Queda. Consideraram-se válidos os itens com concordância superior a 0,80, verificados por meio do Índice de Validação de Conteúdo (IVC) e teste binomial. Resultados: a construção do vídeo foi norteada pela Teoria Cognitiva da Aprendizagem Multimídia. Utilizou-se animação digital e narração em áudio. Possuiu duração de dez minutos e cinco segundos e contemplou riscos biológicos, socioeconômicos, comportamentais e ambientais, além de cuidados para evitá-los. O IVC dos juízes teve média de 0,99 e dos idosos média de 1,0. Conclusão: o vídeo foi construído e validado quanto ao conteúdo e compreensão e pode ser utilizado para prevenção de quedas em idosos.

Students' perception of animal or virtual laboratory in physiology practical classes in PBL medical hybrid curriculum.

Over the years, much criticism against animal use for physiology teaching has been made. Hence, replacement by suitable alternatives has increased in several pedagogical approaches. This study examined students' perceptions of animal versus virtual (video/computer) laboratory classes in physiological sciences associated with the effectiveness of the problem-based learning (PBL) hybrid curriculum. Three cohorts of medical students from the University of Ribeirão Preto, who participated in animal or virtual physiology classes or both, were asked to fill out a 5-point Likert questionnaire about knowledge acquisition/motivation, importance to PBL learning goals, skills acquired, need for animal use, academic formation, learning impairment, and alternative methods. We also assessed their grades in the final exam. A total of 350 students were included, in which 108 participated only in virtual classes, 120 only in practical animal laboratory classes, and 122 in both approaches. The majority agreed that the two methods improved their knowledge acquisition/motivation and helped to reinforce tutorial goals and to acquire skills. However, the cohort who experienced both approaches favored animal laboratory. Students believe animal use is needed and did not impair their learning. Conversely, their opinion about academic formation without animal laboratory classes was divided, as was whether this approach inspired them to seek alternative methods. Despite the different perceptions, there was no difference among the groups' final grades (7.3 ± 1 vs. 7.2 ± 1 vs. 7.2 ± 2 for virtual or practical animal laboratory classes or both, respectively). Therefore, virtual activities are not as effective as animal use in the opinions of the students, but they are successful strategies in physiology learning that can be used in practical classes in a hybrid PBL curriculum.

Carencia de normas en la evaluación de videos de salud de YouTube / Lack of standards in evaluating YouTube health videos

This paper is a systematised literature review of YouTube research in health with the aim of identify the different keyword search strategies, retrieval strategies and scoring systems to assess video content. A total of 176 peer-reviewed papers about video content analysis and video evaluation were extracted from the PubMed database. Concerning keyword search strategy, 16 papers (9.09 percent) reported that search terms were obtained from tools like Google Trends or other sources. In just one paper, a librarian was included in the research team. Manual retrieval is a common technique, and just four studies (2.27 percent) reported using a different methodology. Manual retrieval also produces YouTube algorithm dependencies and consequently obtains biased results. Most other methodologies to analyse video content are based on written medical guidelines instead of video because a standard methodology is lacking. For several reasons, reliability cannot be verified. In addition, because studies cannot be repeated, the results cannot be verified and compared. This paper reports some guidelines to improve research on YouTube, including guidelines to avoid YouTube dependencies and scoring system issues(AU)

El estudio es una revisión bibliográfica sistematizada de investigaciones de YouTube sobre salud, realizado con el objetivo de identificar las diferentes estrategias de búsqueda de palabras clave, estrategias de recuperación y sistemas de puntuación utilizados en la evaluación de los contenidos de los videos. Se extrajo un total de 176 artículos arbitrados sobre análisis de contenidos de videos y evaluación de videos publicados en la base de datos PubMed. En cuanto a la estrategia de búsqueda de palabras clave, 16 artículos (9,09 por ciento) refieren que los términos de búsqueda se obtuvieron en herramientas como Google Trends y otras fuentes. Un solo artículo incluye un bibliotecario en el equipo de investigación. La recuperación manual es una técnica frecuente, y solo cuatro estudios (2,27 por ciento) refieren haber utilizado otra metodología. La recuperación manual también crea dependencias de los algoritmos de YouTube con la consecuente obtención de resultados sesgados. La mayoría de las otras metodologías de análisis de contenidos de videos se basan en guías médicas impresas y no en videos, por la carencia de una metodología estándar. Por diversas razones, la confiabilidad no se puede verificar. Además, teniendo en cuenta que los estudios no pueden repetirse, los resultados no se pueden verificar ni comparar. El presente artículo ofrece algunas directrices para mejorar las búsquedas en YouTube, entre las que se incluyen directrices para evitar la dependencia de YouTube y temas relacionados con los sistemas de puntuación(AU)

Evaluating a Video-Based, Personalized Webpage in Genitourinary Oncology Clinical Trials: A Phase 2 Randomized Trial.

BACKGROUND: The pace of drug discovery and approvals has led to expanding treatments for cancer patients. Although extensive research exists regarding barriers to enrollment in oncology clinical trials, there are limited studies evaluating processes to optimize patient education, oral anticancer therapy administration, and adherence for patients enrolled in clinical trials. In this study, we assess the feasibility of a video-based, personalized webpage for patients enrolled in genitourinary oncology clinical trials involving 1 or more oral anticancer therapy. OBJECTIVE: The primary objective of this trial was to assess the differences in the number of patient-initiated violations in the intervention arm compared with a control arm over 4 treatment cycles. Secondary objectives included patient satisfaction, frequently asked questions by patients on the intervention arm, patient-initiated calls to study team members, and patient-reported stress levels. METHODS: Eligible patients enrolling on a therapeutic clinical trial for a genitourinary malignancy were randomized 2:1 to the intervention arm or control arm. Patients randomized to the intervention arm received access to a video-based, personalized webpage, which included videos of patients' own clinic encounters with their providers, instructional videos on medication administration and side effects, and electronic versions of educational documents. RESULTS: A total of 99 patients were enrolled (89 were evaluable; 66 completed 4 cycles). In total, 71% (40/56) of patients in the intervention arm had 1 or more patient-initiated violation compared with 70% (23/33) in the control arm. There was no difference in the total number of violations across 4 cycles between the 2 arms (estimate=-0.0939, 95% CI-0.6295 to 0.4418, P value=.73). Median baseline satisfaction scores for the intervention and control arms were 72 and 73, respectively, indicating high levels of patient satisfaction in both arms. Median baseline patient-reported stress levels were 10 and 13 for the intervention and control arms, respectively, indicating low stress levels in both arms at baseline. CONCLUSIONS: This study is among the first to evaluate a video-based, personalized webpage that provides patients with educational videos and video recordings of clinical trial appointments. Despite not meeting the primary endpoint of reduced patient-initiated violations, this study demonstrates the feasibility of a video-based, personalized webpage in clinical trials. Future research assessing this tool might be better suited for realms outside of clinical trials and might consider the use of an endpoint that assesses patient-reported outcomes directly. A major limitation of this study was the lack of prior data for estimating the null hypothesis in this population.

Enhancing Cognitive Engagement of Pre-clinical Undergraduate Medical Students via Video Cases and Interactive Quizzes in Problem-based Learning.

Background Problem-based learning (PBL) is one of the main pedagogical approaches utilized in the undergraduate medical education (UGME) program at a private medical college in Karachi, Pakistan. Video-enhanced cases and formative assessments were introduced at the end of PBL sessions to evaluate their effectiveness in enhancing student engagement. Methods A mixed methods study was conducted with Year 2 medical students (n=102; divided into 11 groups) and faculty (n=11) facilitating the PBL process. Of the 10 PBL cases, five were converted to video-enhanced cases and five were kept as paper-based, "traditional" cases. "Micro" videos were used to introduce clinical scenarios, augmented by a set of guided questions related to the scenario. In addition, a formative quiz was conducted to assess concepts at the end of video-enhanced PBL sessions. At the end of a module, students and facilitators completed an online survey regarding this modified learning experience, and this was followed by a focus group discussion with the PBL facilitators. Results More than two-thirds (71%) of the students and all facilitators preferred video-enhanced over paper-based cases. Seventy-nine percent of the students agreed that this method increased peer-peer and peer-facilitator engagement, while 66% (n=68) of the students and 81% (n=9) of the faculty agreed that the end of PBL formative assessment activity would support the "Universal Design for Learning" framework. Conclusion Video-enhanced PBL used during the introduction of the case and formative assessment activities at the end of the PBL sessions improved student engagement and contributed positively to the discussions and their understanding.

An innovative educational approach in using instructional videos to teach dental local anaesthetic skills.

OBJECTIVE: Good clinical skills are crucial for all dental practitioners. The transfer of knowledge from didactic lectures to daily clinical application can be challenging for current millennial learners. This study aimed to evaluate the effectiveness of using instructional videos to teach dental local anaesthesia in an undergraduate oral health programme in 2017. METHODS: The philosophical basis of this study relies on the Advanced Trauma Life Support (ATLS) course which has been proven effective in practical education. Video clips were made in 3 different formats, with the addition of a quiz-embedded version to reinforce learning and revision for practical assessments. RESULTS: All the students agreed that their motivation to watch the videos was to refresh their memories before assessments. 90% of students agreed the videos helped them to learn psychomotor skills that required accuracy. There was a statistically significant correlation between the number of views of the videos on the administration of block injections and the marks received for practical assessment (r = 0.36, P = 0.05), and correlation between participating in online quizzes and theory assessment (r = 0.371, P = 0.044). Videos with narration and background music were found to be popular amongst oral health students. CONCLUSION: The use of instructional videos has been found effective in complementing the ATLS approach for teaching psychomotor skills in the administration of local anaesthetics by oral health students. Further studies are required to measure the students' retention of knowledge and application of skills on a patient in clinical settings.

Desenvolvimento e validação de vídeo educativo para autocateterismo vesical intermitente limpo / Development and validation of an educational video for clean intermittent bladder catheterization

Trata-se do desenvolvimento e validação de um vídeo educativo sobre autocateterismo vesical intermitente limpo. Estudo metodológico, realizado em três etapas: pré-produção (elaboração e validação do roteiro e storyboard), produção do vídeo, e pós-produção (validação do vídeo por juízes experts em reabilitação e/ou saúde). O roteiro para produção do vídeo foi desenvolvido e validado por 18 juízes, com 91,1% de concordância. O vídeo, com 10 minutos e cinco segundos, também foi validado e atingiu 97,4% de concordância entre os 17 juízes participantes nos quesitos funcionalidade, usabilidade, eficiência, técnica audiovisual, ambiente e procedimentos. A versão final do vídeo desenvolvido e validado pode ser visualizada no Portal do Núcleo de Pesquisa NEUROREHAB, www.demaisinformacao.com.br. Essa ferramenta pode contribuir para a capacitação de pessoas com bexiga neurogênica a realizar o autocateterismo urinário, bem como profissionais de saúde e estudantes de enfermagem, e apoiar metodologicamente o desenvolvimento de outros vídeos educativos na área da saúde.

The purpose of this study was to develop and validate an educational video on clean intermittent self-catheterization. It was a methodological study, carried out in three stages: pre-production (elaboration and validation of the script and storyboard), video production, and post-production (validation of the video by expert judges working in the field of rehabilitation and/or health). The script for video production was developed and validated by 18 judges, with 91.1% agreement. The video, with a duration time of 10 minutes and five seconds, was also validated and reached 97.4% of agreement among the 17 participating judges regarding functionality, usability, efficiency, audiovisual technique, environment and procedures. The final version of the video developed and validated can be viewed at the NEUROREHAB Research Center Portal, https://demaisinformacao.com.br/ autocatetrismourinario/. This tool can contribute to the training of people with neurogenic bladder, as well as health professionals and nursing students, to perform self-catheterization, and methodologically support the development of other educational videos in the health area.

Multidisciplinary education with a focus on COPD in primary health care / Educação multiprofissional com foco na DPOC na atenção primária à saúde

ABSTRACT Objective: To evaluate the use of video lessons on the topic of COPD as a training tool for a multidisciplinary team working in the primary health care sector. Methods: This was a quasi-experimental study involving a multidisciplinary team working at a primary health care clinic. The level of knowledge about COPD was measured by applying a specific, 16-item questionnaire - before, immediately after, and three months after the video lessons. In a set of six structured video lessons, the training focused on the prevention, case-finding, treatment, and monitoring of cases of COPD. The data were analyzed with the Friedman test, the Kruskal-Wallis test, Tukey's post hoc test, Dunnett's test, and the Bonferroni test. Results: There was a significant difference between the periods before and immediately after the training in terms of the scores on 15 of the 16 items on the questionnaire regarding the level of knowledge about COPD. The median total score of the participants increased significantly, from 60 points before the training to 77 points immediately thereafter and 3 months thereafter (p < 0.001 for both). Before the training, 23 (63.9%) and 13 (36.1%) of the members of the multidisciplinary team presented strong and very strong levels of agreement, respectively, among the 16 questionnaire items. After the training, 100% of the individuals presented a very strong degree of agreement. Conclusions: Multidisciplinary education through video lessons increased the knowledge of COPD on the part of a primary health care team, and the knowledge acquired was retained for at least three months after the intervention.

RESUMO Objetivo: Avaliar o uso de videoaulas como instrumento de capacitação de uma equipe multiprofissional na atenção primária à saúde sobre DPOC. Métodos: Estudo quase-experimental realizado com uma equipe multiprofissional da atenção primária à saúde. O nível de conhecimento sobre DPOC foi mensurado por um questionário específico em três momentos: antes, imediatamente depois e três meses depois da capacitação por videoaulas. Durante a capacitação abordaram-se os seguintes eixos temáticos: prevenção, busca ativa do paciente com DPOC, tratamento e monitoramento - num conjunto de seis videoaulas estruturadas. A análise foi conduzida através dos testes de Friedman, Kruskal-Wallis, post hoc de Tukey, Dunnett e Bonferroni. Resultados: Dos 16 itens do questionário sobre o nível de conhecimento em DPOC, 15 apresentaram diferenças significativas antes e logo depois da capacitação. A mediana do escore total do questionário dos participantes passou de 60 pontos antes da capacitação para 77 pontos nos momentos logo depois e três meses depois da capacitação (p < 0,001 para ambos). Antes da capacitação, 23 (63,9%) e 13 (36,1%) dos indivíduos da equipe multiprofissional apresentaram grau de concordância forte e muito forte para os 16 itens do questionário, respectivamente. Após a capacitação, 100% dos indivíduos passaram a apresentar grau de concordância muito forte. Conclusões: A capacitação multiprofissional por videoaulas aumentou o conhecimento da equipe de atenção primária à saúde sobre DPOC, e houve manutenção do conhecimento adquirido até três meses da intervenção.

Creation and validation of an educational video for deaf people about cardiopulmonary resuscitation / Construção e validação de vídeo educativo para surdos acerca da ressuscitação cardiopulmonar / Construcción y validación de un vídeo educativo para sordos acerca de la reanimación cardiopulmonar

ABSTRACT Objective: to create and validate an educational video for teaching deaf students about cardiopulmonary resuscitation. Method: methodological study consisting in the creation of an educational video, validation of its content by 22 nurses with expertise in cardiorespiratory arrest, and evaluation by 16 deaf students. For data collection, the following validated instruments were used: the Instrument for Validation of Educational Content used for the validation by nurses and the Assistive Technology Assessment Questionnaire for the evaluation by deaf students. The criterion for validation was concordance higher than 80%, analyzed through the content validation index and binomial test. Results: the final version of the video lasted seven minutes and thirty seconds, covered the steps that should be performed by a lay person to help a victim of cardiorespiratory arrest, presented animations and the narration in the Brazilian sign language. All the items obtained agreement among nurses and of among deaf students equal or superior to 80%. Conclusion: the video was considered to present valid content by the judges and comprehensible content by deaf students. Thus the video represents an inclusive technology for health education of deaf people about cardiopulmonary resuscitation.

RESUMO Objetivo: construir e validar vídeo educativo para ensino de alunos surdos acerca da ressuscitação cardiopulmonar. Método: estudo metodológico composto pela construção do vídeo educativo, validação de conteúdo por 22 enfermeiros com expertise em parada cardiorrespiratória e avaliação por 16 alunos surdos. Para coleta dos dados, utilizaram-se instrumentos validados: Instrumento de Validação de Conteúdo Educacional para validação pelos enfermeiros e Questionário de Avaliação de Tecnologia Assistiva para avaliação dos alunos surdos. O critério para validação foi concordância superior a 80%, analisada por meio do índice de validação de conteúdo e teste binomial. Resultados: a versão final do vídeo possuiu 7 minutos e 30 segundos, contemplando as etapas que devem ser realizadas pelo leigo para socorrer a vítima de parada cardiorrespiratória, apresentadas com animação e narração na língua brasileira de sinais. Todos os itens obtiveram concordância dos enfermeiros e dos alunos surdos igual ou superior a 80%. Conclusão: o vídeo foi considerado válido quanto ao conteúdo, por juízes, e compreensível, por alunos surdos, de forma que consiste em uma tecnologia inclusiva para educação em saúde de surdos acerca da ressuscitação cardiopulmonar.

RESUMEN Objetivo: construir y validar un vídeo educativo para enseñanza de alumnos sordos acerca de la reanimación cardiopulmonar. Método: estudio metodológico compuesto por la construcción de un vídeo educativo; validez de contenido por 22 enfermeros con dominio en paro cardiorrespiratorio y evaluado por 16 alumnos sordos. Para la recolección de los datos fueron utilizados los instrumentos: Instrumento de Validez de Contenido Educacional para validez por los enfermeros y Cuestionario de Evaluación de Tecnología Asistida para evaluación de los alumnos sordos. El criterio para validación fue tener una concordancia superior a 80%, analizada por medio del índice de validez de contenido y prueba binomial. Resultados: la versión final del vídeo poseía siete minutos y treinta segundos, contempló las etapas que deben ser realizadas por el lego para socorrer la víctima de paro cardiorrespiratorio, presentadas con animación y narración en la lengua brasilera de señas. Todos los ítems obtuvieron concordancia de los enfermeros y de los alumnos sordos igual o superior a 80%. Conclusión: el vídeo fue considerado válido cuanto al contenido, por jueces, y comprensible, por alumnos sordos, de forma que consiste en una tecnología inclusiva para educación en salud de sordos acerca de la reanimación cardiopulmonar.