Learning outcomes using video in supervision and peer feedback during clinical skills training

Bidragets oversatte titel: Learning outcomes using video in supervision and peer feedback during clinical skills training

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

Objective
New technology and learning principles were introduced in a clinical skills training laboratory (iLab). The intension was to move from apprenticeship to active learning principles including peer feedback and supervision using video. The objective of this study was to evaluate student learning outcomes in a manual skills training subject using video during feedback and supervision.

Methods
The iLab classroom was designed to fit four principles of teaching using video. Two of these principles were (a) group work using peer-feedback on videos produced by the students and, (b) video supervision of clinical skills (formative assessment). Demonstrations of these principles will be presented as video podcasts during the session. The learning outcomes of video supervision and peer-feedback were assessed in an online questionnaire survey.

Results
Results of the supervision showed large self-evaluated learning outcome especially on key skills. Learning outcomes of peer-feedback were positive on all evaluated domains. Results will be presented during the session.

Conclusion
The learning outcomes using video during peer-feedback and supervision are mostly favourable. Students have generally welcomed video as a valuable learning method in skill training. To succeed using video during clinical skills training we recommend four focus areas:

1. Designing an easy-to-use skills training laboratory.
2. Implementation of workshops and guidance for teachers in order to become familiar with (a) the technology (software and hardware), (b) the new teaching principles.
3. Thorough information of expectations to the students in terms of using video.
4. Specific student instructions in how to give and receive feedback.
OriginalsprogEngelsk
Publikationsdato20. okt. 2016
StatusUdgivet - 20. okt. 2016
BegivenhedWFC/ACC Education Conference 2016 - Delta Hotel, Montreal, Canada
Varighed: 20. okt. 201622. okt. 2016

Konference

KonferenceWFC/ACC Education Conference 2016
LokationDelta Hotel
LandCanada
ByMontreal
Periode20/10/201622/10/2016

Citer dette

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title = "Learning outcomes using video in supervision and peer feedback during clinical skills training",
abstract = "ObjectiveNew technology and learning principles were introduced in a clinical skills training laboratory (iLab). The intension was to move from apprenticeship to active learning principles including peer feedback and supervision using video. The objective of this study was to evaluate student learning outcomes in a manual skills training subject using video during feedback and supervision.MethodsThe iLab classroom was designed to fit four principles of teaching using video. Two of these principles were (a) group work using peer-feedback on videos produced by the students and, (b) video supervision of clinical skills (formative assessment). Demonstrations of these principles will be presented as video podcasts during the session. The learning outcomes of video supervision and peer-feedback were assessed in an online questionnaire survey.ResultsResults of the supervision showed large self-evaluated learning outcome especially on key skills. Learning outcomes of peer-feedback were positive on all evaluated domains. Results will be presented during the session.ConclusionThe learning outcomes using video during peer-feedback and supervision are mostly favourable. Students have generally welcomed video as a valuable learning method in skill training. To succeed using video during clinical skills training we recommend four focus areas:1. Designing an easy-to-use skills training laboratory.2. Implementation of workshops and guidance for teachers in order to become familiar with (a) the technology (software and hardware), (b) the new teaching principles.3. Thorough information of expectations to the students in terms of using video.4. Specific student instructions in how to give and receive feedback.",
author = "Lauridsen, {Henrik Hein} and Toftg{\aa}rd, {Rie Castella} and Cita N{\o}rgaard",
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Learning outcomes using video in supervision and peer feedback during clinical skills training. / Lauridsen, Henrik Hein; Toftgård, Rie Castella; Nørgaard, Cita.

2016. Abstract fra WFC/ACC Education Conference 2016, Montreal, Canada.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

T1 - Learning outcomes using video in supervision and peer feedback during clinical skills training

AU - Lauridsen, Henrik Hein

AU - Toftgård, Rie Castella

AU - Nørgaard, Cita

PY - 2016/10/20

Y1 - 2016/10/20

N2 - ObjectiveNew technology and learning principles were introduced in a clinical skills training laboratory (iLab). The intension was to move from apprenticeship to active learning principles including peer feedback and supervision using video. The objective of this study was to evaluate student learning outcomes in a manual skills training subject using video during feedback and supervision.MethodsThe iLab classroom was designed to fit four principles of teaching using video. Two of these principles were (a) group work using peer-feedback on videos produced by the students and, (b) video supervision of clinical skills (formative assessment). Demonstrations of these principles will be presented as video podcasts during the session. The learning outcomes of video supervision and peer-feedback were assessed in an online questionnaire survey.ResultsResults of the supervision showed large self-evaluated learning outcome especially on key skills. Learning outcomes of peer-feedback were positive on all evaluated domains. Results will be presented during the session.ConclusionThe learning outcomes using video during peer-feedback and supervision are mostly favourable. Students have generally welcomed video as a valuable learning method in skill training. To succeed using video during clinical skills training we recommend four focus areas:1. Designing an easy-to-use skills training laboratory.2. Implementation of workshops and guidance for teachers in order to become familiar with (a) the technology (software and hardware), (b) the new teaching principles.3. Thorough information of expectations to the students in terms of using video.4. Specific student instructions in how to give and receive feedback.

AB - ObjectiveNew technology and learning principles were introduced in a clinical skills training laboratory (iLab). The intension was to move from apprenticeship to active learning principles including peer feedback and supervision using video. The objective of this study was to evaluate student learning outcomes in a manual skills training subject using video during feedback and supervision.MethodsThe iLab classroom was designed to fit four principles of teaching using video. Two of these principles were (a) group work using peer-feedback on videos produced by the students and, (b) video supervision of clinical skills (formative assessment). Demonstrations of these principles will be presented as video podcasts during the session. The learning outcomes of video supervision and peer-feedback were assessed in an online questionnaire survey.ResultsResults of the supervision showed large self-evaluated learning outcome especially on key skills. Learning outcomes of peer-feedback were positive on all evaluated domains. Results will be presented during the session.ConclusionThe learning outcomes using video during peer-feedback and supervision are mostly favourable. Students have generally welcomed video as a valuable learning method in skill training. To succeed using video during clinical skills training we recommend four focus areas:1. Designing an easy-to-use skills training laboratory.2. Implementation of workshops and guidance for teachers in order to become familiar with (a) the technology (software and hardware), (b) the new teaching principles.3. Thorough information of expectations to the students in terms of using video.4. Specific student instructions in how to give and receive feedback.

M3 - Conference abstract for conference

ER -