Medical Education Videos as a Tool for Rehearsal: Efficiency and the Cases of Background Music and Difficulty

Autor/inn/en	Meyerhoff, Hauke S.; Merkt, Martin; Schröpel, Carla; Meder, Adrian
Titel	Medical Education Videos as a Tool for Rehearsal: Efficiency and the Cases of Background Music and Difficulty
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 6, S.879-901 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyerhoff, Hauke S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-022-09595-4
Schlagwörter	Medical Education; Medical Students; Learning Processes; Music; Medical Evaluation; Video Technology; Technology Uses in Education; Interference (Learning); Performance; Instructional Films + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Learning process; Lernprozess; Musik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement; Leistung; Lehrfilm
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01