Synchronised Video-assisted Clinical Skill Lab Sessions (SVCSLSs). Can SVCSLSs fill some gaps in virtual medical education? A mixed-method study

Abstract

Despite the recent advancement of virtual education during the last pandemic, mastering clinical competencies remains challenging. The current study endorsed Synchronised Video-assisted Clinical Skill lab Sessions (SVCSLS) as a novel instructional design aiming to improve medical students' clinical competencies during virtual learning. The current study is a mixed-method study that was carried out among 210 medical students at a medical college in Saudi Arabia. It was revealed that students viewed SVCSLSs as an effective and safe tool during times of crisis. Students' performance did not show significant variations in all program phases compared with face-to-face learning. SVCSLSs has many advantages, including enjoyment, continuous access to learning material, Self-Directed Learning, fostering recall and memorisation, and enhancing higher cognitive skills. Students suggested that the sessions' content be updated, that workplace-related videos be added, and that constructive feedback is provided. Students recommended updating the contents of the sessions, enriching them with workplace-based videos, and providing constructive feedback. Though SVCSLSs have been proven to be an effective tool, we recommend using them during a crisis rather than replacing the face-to-face mode of learning in normal circumstances.

Keywords:

• Videos
• synchronisation
• pandemic
• virtual learning
• clinical competencies
• technology

Acknowledgments

The authors extend their appreciation for Deanship of postgraduate and Scientific Research, Dar Al-Uloom University, Riyadh, Saudi Arabia for funding this research

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data set associated with this manuscript is available upon reasonable request from the corresponding author

Additional information

Funding

This work was funded by Deanship of postgraduate and Scientific Research, Dar Al-Uloom University, Riyadh, Saudi Arabia.