Abstract Details

Medical schools have increasingly embraced technology to update curricula. Particularly in neurology, where understanding the physical examination is paramount, there is an inclination to demonstrate abnormal examination findings. If a picture is worth a thousand words, a video must be even better. However, prior studies of video-based curricular innovation show mixed results about student and facilitator preferences, efficacy, and humanism.

To determine whether exclusively text-based cases or cases including video had higher perceived learning value in a pre-clinical neurology course for first-year medical students.

Videos were obtained with a standard media consent form. Cases were presented in small group sessions. Questions about the cases followed a Likert scale format (0-4) and were added to the routine student course survey administered by the Office of Evaluation and Assessment. Consent for survey participation was waived by the IRB. Small group facilitators also completed a feedback survey.

140/158 students completed the course survey. Mean scores were higher for cases that included videos in all four categories queried and statistically significant in three: effectiveness for learning (3.03 vs. 2.78, p=0.003), understanding pertinent exam findings (3.13 vs. 2.98, p=0.06), memorability (3.13 vs. 2.63, p=5x10^9), prompting collaborative discussion (3.14 vs. 2.97, p=0.01). 13/36 facilitators responded to the feedback survey. 12/13 thought videos were easy to use, 9/13 agreed videos stimulated discussion, and 8/13 felt all small group cases would benefit from the addition of video.

Perceived learning value of cases that included physical exam videos was higher than text-only cases, particularly in terms of memorability and effectiveness. Facilitators felt that videos were easy to use and stimulated discussion. Limitations include data being from a single course iteration at a single institution and the challenge of interpreting perceived learning value. Similar studies across institutions or across different courses may be of value.