Abstract
Introduction
Video-based instruction is a valuable method for imparting clinical skill knowledge. The aim of this study is to investigate the broader impact of training videos beyond perceived performance measures. This study seeks to determine whether instructional video exposure can enhance knowledge of procedures in the cognitive domain and improve metacognitive monitoring of performance.
Methods
Third-year medical students created instructional videos demonstrating musculoskeletal examination skills as a supplement to in-person instruction for first-year medical students. Students completed an online survey before and after video exposure, assessing perceptions of preparedness, anxiety, confidence, and their understanding of expectations related to performing specific clinical skills, as well as a quiz testing content knowledge.
Results and Discussion
There was a significant increase in objective knowledge, confidence, and calibration scores after video exposure. Understanding of expectations was significantly correlated with calibration scores only after viewing the training videos. Feelings of confidence and anxiety were not correlated with scores or calibration values pre- or post-video exposure. The findings question the effectiveness of using feelings of confidence and anxiety to gauge performance changes. This study also demonstrates that training videos not only enhance knowledge but also improve metacognitive monitoring related to preparedness.
Recommended Citation
Forest KA, Bormann SL, Mortinsen R, Greengrass CJ. Using Training Videos for Learning Clinical Skills Can Influence Perceptions on Expertise: Observations Through a Metacognitive Lens. Aesculapius. 2024 Dec 31; 5(1):Article 8. Available from: https://red.library.usd.edu/aesculapius/vol5/iss1/8. Free full text article.