Impact of an educational video in improving awareness of eye donation among non-medical health care workers in a tertiary health centre.

PURPOSE: To evaluate the impact of an educational video in improving awareness of eye donation among non-medical healthcare workers at a tertiary health centre. METHODS: A socio-behavioural study on knowledge and attitude towards eye donation was conducted among 373 non-medical healthcare workers through a printed semi-structured questionnaire before and after viewing a bilingual educational video. The responses were evaluated and scored. RESULTS: Pre-intervention, only 5.4% of the participants had adequate knowledge, which improved significantly to 71.6% after watching the video (P < .001). Respondents with elementary school education showed the greatest change in knowledge. Pre-intervention, 72.4% were willing to donate their eyes, which significantly increased to 89.5% after watching the video. Pre-intervention, 66.22% showed a "highly favourable" attitude, which improved to 97.86% after watching the video. CONCLUSION: The 25 min video about eye donation and eye banking significantly changed the participants' knowledge, willingness, and attitude. Hence, media-based (video) awareness platforms may be valuable for improving the general public's knowledge and attitude towards eye donation. This may help in enhancing the eye donation rate in the long term.

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.

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.

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.

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.

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.

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.

Bladder Training Video versus Standard Urotherapy for Bladder and Bowel Dysfunction: A Noninferiority Randomized, Controlled Trial.

PURPOSE: We evaluated whether an animated bladder training video was as effective as standard individual urotherapy in improving bladder/bowel symptoms. MATERIALS AND METHODS: Patients 5 to 10 years old who scored greater than 11 on the bladder/bowel Vancouver questionnaire were included in a noninferiority randomized, controlled trial. Children with vesicoureteral reflux, neuropathic bladder, learning disabilities, recent urotherapy or primary nocturnal enuresis were excluded from analysis. Patients were randomly assigned to receive standard urotherapy or watch a bladder training video in clinic using centralized blocked randomization schemes. Bladder/bowel symptoms were evaluated at baseline and 3-month followup by intent to treat analysis. A sample size of 150 patients ensured a 3.5 difference in mean symptomology scores between the groups, which was accepted as the noninferiority margin. RESULTS: Of 539 screened patients 173 (37%) were eligible for study and 150 enrolled. A total of 143 patients (95%) completed the trial, 5 (4%) were lost to followup and 2 (1%) withdrew. Baseline characteristics were similar between the groups. Baseline mean ± SD symptomology scores were 19.9 ± 5.5 for the bladder training video and 19.7 ± 6.0 for standard urotherapy. At 3 months the mean symptomology scores for the bladder training video and standard urotherapy were reduced to 14.4 ± 6.5 and 13.8 ± 6.0, respectively (p = 0.54). The mean difference was 0.6 (95% CI -1.4-2.6). The upper 95% CI limit of 2.6 did not exceed the preset 3.5 noninferiority margin. CONCLUSIONS: The bladder training video was not inferior to standard urotherapy in reducing bladder/bowel symptoms in children 5 to 10 years old. The video allows families to have free access to independently review bladder training concepts as often as necessary.

Evaluating Acquisition of Knowledge about Infertility Using a Whiteboard Video.

OBJECTIVE: Myths about fertility are commonplace in society. Few studies have investigated educational approaches to bridge gaps in knowledge among consumers. We evaluated the effectiveness of an animated, 15-minute whiteboard video to effect change in knowledge about infertility. METHODS: We recruited medical students in their first or second year of training for participation. The students completed the study before their formal lectures on infertility issues. Participants completed questionnaires assessing infertility knowledge immediately before and one week after watching the educational video. Before and after scores (maximum = 50 points) were compared using paired t tests. RESULTS: The study cohort included 101 medical students; 69% (70/101) were female and 31% (31/101) were male. Overall, students increased their score by 4.0/50 (95% CI 3.2 to 4.8, P < 0.001) from 36.5/50 to 40.5/50. Female students improved slightly more in their responses than did male students (mean improvement 4.7/50 vs. 2.5/50). CONCLUSION: A whiteboard video presentation on infertility resulted in short-term improvement in medical students' knowledge of basic reproductive biology, infertility risk factors, treatments, and common myths associated with infertility.

The effect of modality and narration style on recall of online health information: results from a Web-based experiment.

BACKGROUND: Older adults are increasingly using the Internet for health information; however, they are often not able to correctly recall Web-based information (eHealth information). Recall of information is crucial for optimal health outcomes, such as adequate disease management and adherence to medical regimes. Combining effective message strategies may help to improve recall of eHealth information among older adults. Presenting information in an audiovisual format using conversational narration style is expected to optimize recall of information compared to other combinations of modality and narration style. OBJECTIVE: The aim of this paper is to investigate the effect of modality and narration style on recall of health information, and whether there are differences between younger and older adults. METHODS: We conducted a Web-based experiment using a 2 (modality: written vs audiovisual information) by 2 (narration style: formal vs conversational style) between-subjects design (N=440). Age was assessed in the questionnaire and included as a factor: younger (<65 years) versus older (≥65 years) age. Participants were randomly assigned to one of four experimental webpages where information about lung cancer treatment was presented. A Web-based questionnaire assessed recall of eHealth information. RESULTS: Audiovisual modality (vs written modality) was found to increase recall of information in both younger and older adults (P=.04). Although conversational narration style (vs formal narration style) did not increase recall of information (P=.17), a synergistic effect between modality and narration style was revealed: combining audiovisual information with conversational style outperformed combining written information with formal style (P=.01), as well as written information with conversational style (P=.045). This finding suggests that conversational style especially increases recall of information when presented audiovisually. This combination of modality and narration style improved recall of information among both younger and older adults. CONCLUSIONS: We conclude that combining audiovisual information with conversational style is the best way to present eHealth information to younger and older adults. Even though older adults did not proportionally recall more when audiovisual information was combined with conversational style than younger adults, this study reveals interesting implications for improving eHealth information that is effective for both younger and older adults.

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.

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.

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.

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.

The development of an instructional video for the teaching of acupressure for pain management in acute musculoskeletal injuries: A knowledge translation study.

OBJECTIVES: To survey potential stakeholders to obtain information relevant to the production of a video on teaching acupressure for sports injury management, and gain feedback from potential users on the prototype video. DESIGN: Focus groups and online survey methods nested within a knowledge translation framework. PARTICIPANTS: Four focus groups (n = 24) were conducted, two with sports medics and two with sports physiotherapists as a part of the development of a prototype video. Nineteen stakeholders viewed the prototype video and participated in the subsequent online survey. MAIN OUTCOME MEASURES: Focus groups' transcripts were analysed to develop themes using a general inductive approach. Survey data analysis incorporated quantitative and qualitative analysis. RESULTS: Three key themes concerning the design of the video emerged from the focus groups: 1) the recommendation for both demonstration and verbal instructions on the acupressure technique; 2) keeping the content of the video to a minimum; and 3) the need for professionalism in the production of the video, and highlighting the presenter's expertise and qualifications. The survey participants found the video to be clear and professional. CONCLUSIONS: Collectively these studies described the development and assessment of a user-oriented instructional video on teaching of acupressure for the management of sports injuries.

"How To" Videos Improve Residents Performance of Essential Perioperative Electronic Medical Records and Clinical Tasks.

OBJECTIVE: The ability to use electronic medical records (EMR) is an essential skill for surgical residents. However, frustration and anxiety surrounding EMR tasks may detract from clinical performance. We created a series of brief, 1-3 minutes "how to" videos demonstrating 7 key perioperative EMR tasks: booking OR cases, placing preprocedure orders, ordering negative-pressure wound dressing supplies, updating day-of-surgery history and physical notes, writing brief operative notes, discharging patients from the postanesthesia care unit, and checking vital signs. Additionally, we used "Cutting Insights"-a locally developed responsive mobile application for surgical trainee education-as a platform for providing interns with easy access to these videos. We hypothesized that exposure to these videos would lead to increased resident efficiency and confidence in performing essential perioperative tasks, ultimately leading to improved clinical performance. METHODS: Eleven surgery interns participated in this initiative. Before watching the "how to" videos, each intern was timed performing the aforementioned 7 key perioperative EMR tasks. They also underwent a simulated perioperative emergency requiring the performance of 3 of these EMR tasks in conjunction with 5 other required interventions (including notifying the chief resident, the anesthesia team, and the OR coordinator; and ordering fluid boluses, appropriate laboratories, and blood products). These simulations were scored on a scale from 0 to 8. The interns were then directed to watch the videos. Two days later, their times for performing the 7 tasks and their scores for a similar perioperative emergency simulation were once again recorded. Before and after watching the videos, participants were surveyed to assess their confidence in performing each EMR task using a 5-point Likert scale. We also elicited their opinions of the videos and web-based mobile application using a 5-point scale. Statistical analyses to assess for statistical significance (p ≤ 0.05) were conducted using paired t-test for parametric variables and a Wilcoxon matched-pair test for nonparametric variables. SETTING: Hospital of the University of Pennsylvania, Philadelphia, PA (a quaternary teaching hospital within the University of Pennsylvania Health System). PARTICIPANTS: Eleven out of 15 interns (12 entered and 11 completed the study) from our categorical and preliminary general surgery residency programs during the 2016 academic year. RESULTS: Before exposure to the brief "how to" videos, 6 of 11 interns were unable to complete all 7 EMR tasks; after exposure, all 11 interns were able to complete all 7 EMR tasks. Moreover, interns' times for each task improved following exposure. Interns self-reported improved confidence in booking an OR case (4 ± 0.9 vs. 4.7 ± 0.6, p = 0.05), ordering negative-pressure wound therapy supplies (3.1 ± 1.6 vs. 4.5 ± 0.7, p < 0.05), writing a brief operative note (3.7 ± 1.2 vs. 4.6 ± 0.7, p = 0.05), discharging patients from the postanesthesia care unit (3.3 ± 1.0 vs. 4.4 ± 0.8, p < 0.05), checking vital signs (2.5 ± 1.4 vs. 4.5 ± 0.8, p ≤ 0.01), and performing necessary EMR tasks during an emergency situation (2.4 ± 0.8 vs. 4.6 ± 0.7, p ≤ 0.0001). Participants also demonstrated a significant improvement in average clinical score on the emergency simulations (5.2 ± 1.7 vs. 6.6 ± 0.9, p < 0.05). Interns' opinions of the videos and the mobile phone application were favorable. CONCLUSIONS: In our group of 11 surgery interns, exposure to a series of short "how to" videos led to increased confidence and shortened times in performing 7 essential EMR tasks. Additionally, during a simulated perioperative emergency, EMR tasks were performed significantly faster. Clinical performance also improved significantly following exposure to the videos. This just-in-time educational intervention could improve workflow efficiency and clinical performance, both of which may ultimately enhance perioperative patient safety.

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.

Meeting radiation therapy patients informational needs through educational videos augmented by 3D visualisation software.

INTRODUCTION: Misconceptions and uncertainties about radiotherapy compound the anxiety patients experience at the commencement of treatment. This project investigated the utility of locally produced treatment process videos in meeting patients' informational needs. METHODS: In-house video production was conducted on a voluntary basis by staff and patients at a regional Australian radiotherapy centre. Videos included real footage and animated sections created with PEARLTM 3D visualisation software (Vertual Ltd, UK) to meet specific key content objectives. Quantitative cross sectional analysis was conducted. Patients attending for simulation watched a relevant video. After their first fraction of radiotherapy they were asked to complete an ethics-reviewed questionnaire about how well the video addressed their information needs. RESULTS: The survey completion rate was 29% (n = 61/212). Surveys were collected over 9 months from August 2014 to April 2015. Statistical analysis found 98% of patients reported that the video was useful in meeting one or more of the learning objectives. Forty-nine percent of patients also reported a reduction in fear and anxiety as a result of watching the video. Patients reported subsequent review of videos at home (39%), primarily to explain treatment processes to loved ones (46%). CONCLUSION: The combination of real footage and 3D visualisation software assisted in meeting learning objectives regarding the treatment process. Standardised videos provided consistency of information provision to patients and facilitated multiple viewings of the video if desired.

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.