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Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty

This study reports a field experiment investigating how instructional videos with and without background music contribute to the learning of examination techniques within a formal curriculum of medical teaching. Following a classroom teaching unit on the techniques for examining the knee and the sho...

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Autores principales: Meyerhoff, Hauke S., Merkt, Martin, Schröpel, Carla, Meder, Adrian
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9438891/
https://www.ncbi.nlm.nih.gov/pubmed/36092778
http://dx.doi.org/10.1007/s11251-022-09595-4
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author Meyerhoff, Hauke S.
Merkt, Martin
Schröpel, Carla
Meder, Adrian
author_facet Meyerhoff, Hauke S.
Merkt, Martin
Schröpel, Carla
Meder, Adrian
author_sort Meyerhoff, Hauke S.
collection PubMed
description This study reports a field experiment investigating how instructional videos with and without background music contribute to the learning of examination techniques within a formal curriculum of medical teaching. Following a classroom teaching unit on the techniques for examining the knee and the shoulder joint, our participants (N = 175) rehearsed the studied techniques for either the knee or the shoulder joint with an instructional video with or without background music. As dependent measures, we collected a general questionnaire, a prediction of test performance, as well as performance on an exam-like knowledge test covering both joints. For both videos, the participants who had watched the particular video during rehearsal were more accurate in answering the corresponding questions than the participants who had seen the other video, signaling that instructional videos provide a useful tool for rehearsal (i.e., both groups reciprocally served as control groups). For the knee video (less difficult), we observed a detrimental effect of the background music, whereas we observed no such effect for the shoulder video (more difficult). Further explorations revealed that background music might be detrimental for learning, as it reduces the perceived demand characteristics. Because the impact of the demand characteristics might be more pronounced in less difficult instructional videos, we discuss video difficulty as a potential moderating factor. Overall, our study provides evidence that instructional videos could be usefully implemented in formal teaching curricula and that such instructional videos probably should be designed without background music.
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spelling pubmed-94388912022-09-06 Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty Meyerhoff, Hauke S. Merkt, Martin Schröpel, Carla Meder, Adrian Instr Sci Original Research This study reports a field experiment investigating how instructional videos with and without background music contribute to the learning of examination techniques within a formal curriculum of medical teaching. Following a classroom teaching unit on the techniques for examining the knee and the shoulder joint, our participants (N = 175) rehearsed the studied techniques for either the knee or the shoulder joint with an instructional video with or without background music. As dependent measures, we collected a general questionnaire, a prediction of test performance, as well as performance on an exam-like knowledge test covering both joints. For both videos, the participants who had watched the particular video during rehearsal were more accurate in answering the corresponding questions than the participants who had seen the other video, signaling that instructional videos provide a useful tool for rehearsal (i.e., both groups reciprocally served as control groups). For the knee video (less difficult), we observed a detrimental effect of the background music, whereas we observed no such effect for the shoulder video (more difficult). Further explorations revealed that background music might be detrimental for learning, as it reduces the perceived demand characteristics. Because the impact of the demand characteristics might be more pronounced in less difficult instructional videos, we discuss video difficulty as a potential moderating factor. Overall, our study provides evidence that instructional videos could be usefully implemented in formal teaching curricula and that such instructional videos probably should be designed without background music. Springer Netherlands 2022-09-02 2022 /pmc/articles/PMC9438891/ /pubmed/36092778 http://dx.doi.org/10.1007/s11251-022-09595-4 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Research
Meyerhoff, Hauke S.
Merkt, Martin
Schröpel, Carla
Meder, Adrian
Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
title Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
title_full Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
title_fullStr Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
title_full_unstemmed Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
title_short Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
title_sort medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9438891/
https://www.ncbi.nlm.nih.gov/pubmed/36092778
http://dx.doi.org/10.1007/s11251-022-09595-4
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