JMIR Publications

ABSTRACT

Background:

Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially-produced videos are commonly used by medical students but are rarely integrated into curricula.

Objective:

Our goal was to evaluate commercially-produced videos incorporated into a pre-clinical cardiovascular systems (CVS) course.

Methods:

Students who took the first-year 8-week CVS course in 2019 and 2020 were included. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, MCQs, and FCs were extracted from Osmosis dashboards.

Results:

Overall, 234/359 (65%) students completed surveys, with rates by class of 81/154 (53%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 114/155 (74%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Student surveys indicated that most students found Osmosis videos helpful for learning (88%) and preferred Osmosis videos to traditional lecture (59%).

Conclusions:

Commercial medical education videos may enhance curriculum at low faculty effort and improve students’ learning experiences. Our report can guide effective use of digital resources for learning and related evaluation and research.