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Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic

(1) Background: This study aimed to evaluate the effectiveness of using a pre-existing video on CPR to support preclinical resuscitation education for medical students; (2) Methods: In total, 129 students selected to learn CPR using a pre-existing YouTube video or the conventional screencast video b...

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Autores principales: Nomura, Osamu, Irie, Jin, Park, Yoonsoo, Nonogi, Hiroshi, Hanada, Hiroyuki
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8296861/
https://www.ncbi.nlm.nih.gov/pubmed/34281050
http://dx.doi.org/10.3390/ijerph18137113
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author Nomura, Osamu
Irie, Jin
Park, Yoonsoo
Nonogi, Hiroshi
Hanada, Hiroyuki
author_facet Nomura, Osamu
Irie, Jin
Park, Yoonsoo
Nonogi, Hiroshi
Hanada, Hiroyuki
author_sort Nomura, Osamu
collection PubMed
description (1) Background: This study aimed to evaluate the effectiveness of using a pre-existing video on CPR to support preclinical resuscitation education for medical students; (2) Methods: In total, 129 students selected to learn CPR using a pre-existing YouTube video or the conventional screencast video by their university faculties. All students responded to the pre- and post-training multiple-choice questionnaire on the basic knowledge of CPR, and, based on their responses, an analysis of covariance (ANCOVA) was conducted to assess the comparability of effectiveness across learning modalities. (3) Results: Among the students, 49 (38.0%) students selected the YouTube video to learn about CPR and were treated as the intervention group. The mean pre-test scores and post-test scores of the YouTube and the instructor’s video groups were 6.43 and 6.64, and 9.06 and 9.09, respectively. After controlling for the pre-test score effects, the results of ANCOVA did not show statistically significant differences between groups (p = 0.927), indicating comparable performance between groups that used YouTube and the instructor’s videos. (4) Conclusion: Utilizing YouTube videos is a useful teaching strategy for teaching CPR knowledge, which would reduce the burden on faculty of creating screencast lecture videos for online learning on resuscitation.
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spelling pubmed-82968612021-07-23 Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic Nomura, Osamu Irie, Jin Park, Yoonsoo Nonogi, Hiroshi Hanada, Hiroyuki Int J Environ Res Public Health Communication (1) Background: This study aimed to evaluate the effectiveness of using a pre-existing video on CPR to support preclinical resuscitation education for medical students; (2) Methods: In total, 129 students selected to learn CPR using a pre-existing YouTube video or the conventional screencast video by their university faculties. All students responded to the pre- and post-training multiple-choice questionnaire on the basic knowledge of CPR, and, based on their responses, an analysis of covariance (ANCOVA) was conducted to assess the comparability of effectiveness across learning modalities. (3) Results: Among the students, 49 (38.0%) students selected the YouTube video to learn about CPR and were treated as the intervention group. The mean pre-test scores and post-test scores of the YouTube and the instructor’s video groups were 6.43 and 6.64, and 9.06 and 9.09, respectively. After controlling for the pre-test score effects, the results of ANCOVA did not show statistically significant differences between groups (p = 0.927), indicating comparable performance between groups that used YouTube and the instructor’s videos. (4) Conclusion: Utilizing YouTube videos is a useful teaching strategy for teaching CPR knowledge, which would reduce the burden on faculty of creating screencast lecture videos for online learning on resuscitation. MDPI 2021-07-02 /pmc/articles/PMC8296861/ /pubmed/34281050 http://dx.doi.org/10.3390/ijerph18137113 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Communication
Nomura, Osamu
Irie, Jin
Park, Yoonsoo
Nonogi, Hiroshi
Hanada, Hiroyuki
Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic
title Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic
title_full Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic
title_fullStr Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic
title_full_unstemmed Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic
title_short Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic
title_sort evaluating effectiveness of youtube videos for teaching medical students cpr: solution to optimizing clinician educator workload during the covid-19 pandemic
topic Communication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8296861/
https://www.ncbi.nlm.nih.gov/pubmed/34281050
http://dx.doi.org/10.3390/ijerph18137113
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