Title |
Ten tips to encourage student interaction with screen-capture type vodcasts
|
---|---|
Published in |
Advances in Medical Education and Practice, July 2018
|
DOI | 10.2147/amep.s164751 |
Pubmed ID | |
Authors |
Robin K Pettit |
Abstract |
Video podcasts (vodcasts) are gaining popularity in medical education, but they can be a passive learning modality if students do not actively engage with the content. Of the two categories of vodcast software, screen-capture (mp4 output) and Flash™ (HTML5/Flash output), screen-capture has greater potential to result in passive learning because students cannot physically interact with the content. However, screen-capture offers several advantages for the producer (often faculty) and the consumer (students). As such, this type of software is popular with medical school faculty. To encourage active learning, ten tips are presented with specific strategies that faculty can use with screen-capture type vodcasts. Many of the tips also apply to Flash-type vodcasts. By incorporating these strategies, faculty with limited technical abilities can create engaging vodcasts that stimulate active learning. |
X Demographics
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Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 1 | 100% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Practitioners (doctors, other healthcare professionals) | 1 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 39 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Bachelor | 4 | 10% |
Student > Master | 3 | 8% |
Student > Postgraduate | 3 | 8% |
Other | 3 | 8% |
Researcher | 3 | 8% |
Other | 7 | 18% |
Unknown | 16 | 41% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 10 | 26% |
Computer Science | 3 | 8% |
Linguistics | 2 | 5% |
Chemistry | 2 | 5% |
Social Sciences | 2 | 5% |
Other | 4 | 10% |
Unknown | 16 | 41% |