The role of online videos in teaching procedural skills to post-graduate medical learners: A systematic narrative review

References

• Abdelsattar JM, Pandian TK, Finnesgard EJ, El Khatib MM, Rowse PG, Buckarma EH, Gas BL, Heller SF, Farley DR. 2015. Do you see what I see? How we use video as an adjunct to general surgery resident education. J Surg Educ. 72(6):e145–e150.
   PubMedGoogle Scholar
• Ahmet A, Gamze K, Rustem M, Sezen KA. 2018. Is video-based education an effective method in surgical education? A systematic review. J Surg Educ. 75(5):1150–1158.
   PubMed Web of Science ®Google Scholar
• Al-Hadithy N, Gikas P, Al-Nammari S. 2012. Smartphones in orthopaedics. Int Orthop (SICOT). 36(8):1543–1547.
   PubMed Web of Science ®Google Scholar
• Allam A, Schulz PJ, Krauthammer M. 2016. Toward automated assessment of health web page quality using the discern instrument. J Am Med Inform Assoc. 24(3):481–487.
   Web of Science ®Google Scholar
• Buch SV, Treschow FP, Svendsen JB, Worm BS. 2014. Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial. Adv Med Educ Pract. 5:257–262.
   PubMedGoogle Scholar
• Castleberry A, Nolen A. 2018. Thematic analysis of qualitative research data: Is it as easy as it sounds? Curr Pharm Teach Learn. 10(6):807–815.
   PubMed Web of Science ®Google Scholar
• Chan YM. 2010. Video instructions as support for beyond classroom learning. Procedia Soc Behav Sci. 9:1313–1318.
   Google Scholar
• Chickering A, Ehrmann S. 1996. Implementing the seven principles: technology as lever. AAHE Bulletin. 49:3–6.
   Google Scholar
• Dinscore A, Andres A. 2010. Surgical videos online: a survey of prominent sources and future trends. Med Ref Serv Q. 29(1):10–27.
   PubMedGoogle Scholar
• Discern.org.uk. 2019. Discern online. Quality criteria for consumer health information. [accessed 2019 May 21]. http://www.discern.org.uk/discern.pdf.
   Google Scholar
• Dong C, Goh PS. 2015. Twelve tips for the effective use of videos in medical education. Med Teach. 37(2):140–145.
   PubMed Web of Science ®Google Scholar
• Edrich BT, Stopfkuchen-Evans LM, Scheiermann LP, Heim LM, Chan LW, Stone LM, Dankl LD, Aichner LJ, Hinzmann LD, Song LP, et al. 2016. A comparison of web-based with traditional classroom-based training of lung ultrasound for the exclusion of pneumothorax. Anesth Analg. 123(1):123–128.
   PubMed Web of Science ®Google Scholar
• Forbes H, Oprescu FI, Downer T, Phillips NM, McTier L, Lord B, Barr N, Alla K, Bright P, Dayton J, et al. 2016. Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Educ Today. 42:53–56.
   PubMed Web of Science ®Google Scholar
• Frongia G, Mehrabi A, Fonouni H, Rennert H, Golriz M, Günther P. 2016. Youtube as a potential training resource for laparoscopic fundoplication. J Surg Educ. 73(6):1066–1071.
   PubMed Web of Science ®Google Scholar
• Gormley GJ, Collins K, Boohan M, Bickle IC, Stevenson M. 2009. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Med Teach. 31(1):6–12.
   PubMed Web of Science ®Google Scholar
• Jang HW, Kim K-J. 2014. Use of online clinical videos for clinical skills training for medical students: benefits and challenges. BMC Med Educ. 14:56. https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/1472-6920-14-56.
   PubMed Web of Science ®Google Scholar
• Kleinpell R, Ely EW, Williams G, Liolios A, Ward N, Tisherman SA. 2011. Web-based resources for critical care education. Crit Care Med. 39(3):541–553.
   PubMed Web of Science ®Google Scholar
• Kolb A, Kolb D. 2005. The kolb learning style inventory 3.1: technical Specifications. Boston (MA): Hay Resources Direct.
   Google Scholar
• Koya KD, Bhatia KR, Hsu JTS, Bhatia AC. 2012. Youtube and the expanding role of videos in dermatologic surgery education. Semin Cutan Med Surg. 31(3):163–167.
   PubMed Web of Science ®Google Scholar
• Krautter M, Weyrich P, Schultz J-H, Buss SJ, Maatouk I, Jünger J, Nikendei C. 2011. Effects of peyton’s four-step approach on objective performance measures in technical skills training: A controlled trial. Teach Learn Med. 23(3):244–250.
   PubMed Web of Science ®Google Scholar
• Lee J, Seo H, Hong T. 2015. YouTube as a potential training method for laparoscopic cholecystectomy. Ann Surg Treat Res. 89(2):92–97.
   PubMed Web of Science ®Google Scholar
• Mayer RE. 2017. Using multimedia for e-learning. J Comput. 33(5):403–423.
   Web of Science ®Google Scholar
• McCoubrie P. 2004. Improving the fairness of multiple-choice questions: a literature review. Med Teach. 26(8):709–712.
   PubMed Web of Science ®Google Scholar
• Mededworld.org. 2019. [accessed 2019 Dec 29]. https://www.mededworld.org/Resources/Glossary.aspx.
   Google Scholar
• Mishra K, Mathai M, Della Rocca RC, Reddy HS. 2017. Improving resident performance in oculoplastic surgery: a new curriculum using surgical wet laboratory videos. J Surg Educ. 74(5):837–842.
   PubMed Web of Science ®Google Scholar
• Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group. 2009. Preferred reporting items for systematic reviews and meta-analyses: the prisma statement. PLoS Med. 6(7):e1000097.
   PubMed Web of Science ®Google Scholar
• National Institute for Health & Clinical Excellence (NICE). 2007. How to change practice. Understand, identify and overcome barriers to change. London: National Institute for Health & Clinical Excellence.
   Google Scholar
• Norcini J, Burch V. 2007. Workplace-based assessment as an educational tool: Amee guide no. 31. Med Teach. 29(9–10):855–871.
   PubMed Web of Science ®Google Scholar
• Padwick R, Markham D, Johnson N. 2013. The perceived effects of the European working time directive upon training opportunities for specialist registrars in general surgery in the west midlands. Br J Surg. 100:152–152.
   PubMed Web of Science ®Google Scholar
• Pitcher GS, Newton DH, Amendola MF. 2017. Common femoral artery access on YouTube: what practices are being shown and who is delivering the message? J Surg Educ. 74(3):455–458.
   PubMed Web of Science ®Google Scholar
• Poller D, Ljung B-M, Gonda P. 2009. Use of streamed internet video for cytology training and education: www.Pathlab.Org. Diagn Cytopathol. 37(5):340–346.
   PubMed Web of Science ®Google Scholar
• Poon MC, Stevens SS, Golub LJ, Pensak NM, Samy NR. 2017. Pilot study evaluating the impact of otology surgery videos on otolaryngology resident education. Otol Neurotol. 38(3):423–428.
   PubMed Web of Science ®Google Scholar
• Popay J, Roberts H, Sowden A, Petticrew M, Arai L, Rodgers M, Britten N, Roen K, Duffy S. 2006. Guidance on the conduct of narrative synthesis in systematic reviews: ESRC methods programme. Vol. 15. Lancaster (England): Lancaster University; p. 47–71.
   Google Scholar
• Preston E, Ada L, Dean CM, Stanton R, Waddington G, Canning C. 2012. The physiotherapy eskills training online resource improves performance of practical skills: A controlled trial. BMC Med Educ. 12:119. https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/1472-6920-12-119.
   PubMed Web of Science ®Google Scholar
• Prisma-statement.org. 2019. [accessed 2019 Apr 17]. http://www.prisma-statement.org/.
   Google Scholar
• Ramani S, Leinster S. 2008. Amee guide no. 34: teaching in the clinical environment. Med Teach. 30(4):347–364.
   PubMed Web of Science ®Google Scholar
• Rapp AK, Healy MG, Charlton ME, Keith JN, Rosenbaum ME, Kapadia MR. 2016. YouTube is the most frequently used educational video source for surgical preparation. J Surg Educ. 73(6):1072–1076.
   PubMed Web of Science ®Google Scholar
• Romanov K, Nevgi A. 2007. Do medical students watch video clips in e-learning and do these facilitate learning. Med Teach. 29(5):490–494.
   Web of Science ®Google Scholar
• Rössler B, Lahner D, Schebesta K, Chiari A, Plöchl W. 2012. Medical information on the internet: Quality assessment of lumbar puncture and neuroaxial block techniques on YouTube. Clin Neurol Neurosurg. 114(6):655–658.
   PubMed Web of Science ®Google Scholar
• Rowse PG, Ruparel RK, Aljamal YN, Abdelsattar JM, Heller SF, Farley DR. 2014. Catering to millennial learners: assessing and improving fine-needle aspiration performance. J Surg Educ. 71(6):e53–e58.
   PubMedGoogle Scholar
• Sandars J, Schroter S. 2007. Web 2.0 technologies for undergraduate and postgraduate medical education: an online survey. Postgrad Med J. 83(986):759–762.
   PubMed Web of Science ®Google Scholar
• Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D. 2015. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine. Acad Med. 90(8):1025–1033.
   PubMed Web of Science ®Google Scholar
• Topps D, Helmer J, Ellaway R. 2013. YouTube as a platform for publishing clinical skills training videos. Acad Med. 88(2):192–197.
   PubMed Web of Science ®Google Scholar
• Ückert F, Hollinderbäumer A, Hartz T. 2013. education 2.0–how has social media and web 2.0 been integrated into medical education? A systematical literature review. GMS Z Med Ausbild. 30(1):Doc14.
   PubMedGoogle Scholar
• Walsh R, Bass J, Gorbatkin C, Bothwell J. 2017. 52 procedures in 52 weeks: an innovative curriculum for emergency medicine residents. West J Emerg Med. 18(1):12–13.
   PubMedGoogle Scholar
• Wang V, Cheng YT, Liu D. 2016. Improving education: Just-in-time splinting video. Clin Teach. 13(3):183–186.
   PubMed Web of Science ®Google Scholar
• Ward B, Ward M, Nicheporuck A, Alaeddin I, Paskhover B. 2019. Assessment of YouTube as an informative resource on facial plastic surgery procedures. JAMA Facial Plast Surg. 21(1):75–76.
   PubMed Web of Science ®Google Scholar
• Weeks BK, Horan SA. 2013. A video-based learning activity is effective for preparing physiotherapy students for practical examinations. Physiother. 99(4):292–297.
   PubMed Web of Science ®Google Scholar
• Wyatt J. 1997. Commentary: measuring quality and impact of the World Wide Web. Br Med J. 314(7098):1879–1881.
   PubMed Web of Science ®Google Scholar
• Zacharis NZ. 2011. The effect of learning style on preference for web-based courses and learning outcomes. Br J Educ Technol. 42(5):790–800.
   Web of Science ®Google Scholar