Abstract
Purpose
Medical education instructional videos are more popular and easier to create than ever before. Standard quality measures for this medium do not exist, leaving educators, learners, and content creators unable to assess these videos.
Materials and methods
Drawing from the literature on video quality and popularity, reusable learning objects, and multimedia and curriculum development principles, we developed a 26-item instructional video quality checklist (IVQC), to capture aspects of educational design (six items), source reliability (four items), multimedia principle adherence (10 items), and accessibility (six items). Two raters applied IVQC to 206 videos from five producers across topics from two organ systems (cardiology and pulmonology) encompassing four disciplines (anatomy, physiology, pathology, and pharmacology).
Results
Inter-rater reliability was strong. According to two-rater means, eight multimedia items were present in over 80% of videos. A minority of videos included learning objectives (46%), alternative language translations (41%), when the video was updated (40%), analogies (37%), or references (9%). Producer ratings varied significantly (p < .001) across 17 of 26 items. There were no significant differences according to the video topic.
Conclusions
IVQC detected differences in elements of instructional video quality. Future work can apply this instrument to a broader array of videos and in authentic educational settings.
Glossary
Instructional Video: A collective term used for referring to videos which target cognitive learning goals including video lectures, tutorials, asynchronous instructional videos, and instructional videos for declarative knowledge.
Acknowledgments
The authors wish to thank Dr. David Green and the Educational Development Office’s Division of Innovations in Medical Education at the University of Miami Miller School of Medicine for support and assistance.
Disclosure statement
Dr. Tackett receives salary support from Osmosis for research and scholarship. The authors alone are responsible for the content and writing of this article.
Additional information
Funding
Notes on contributors
Sean P. Schooley
Sean Schooley, MD, is now a Pediatrics Resident at Children’s Hospital of The King’s Daughters at Eastern Virginia Medical School.
Sean Tackett
Sean Tackett, MD, MPH, is Associate Professor of Medicine and International Medical Education Director for Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, MD.
Lazaro R. Peraza
Lazaro Peraza, MD is now an Otolaryngology-Head & Neck Surgery Resident at the Mayo Clinic in Rochester, MN.
Lina A. Shehadeh
Lina Shehadeh, PhD, is Professor of Medicine and Director of Regenerative Medicine Scholarly Pathway for Medical Students at the University of Miami Miller School of Medicine, Miami, FL.