- Email: [email protected]
Development of Web-based Learning Packages for Emergency Skills
Available online at www.sciencedirect.com
Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
UKM Teaching and Learning Congress 2011
Development of web-based learning packages for Emergency Skills Ismail Mohd Saiboona,*, Johar Mohd Jaafara, Nazhatul Muna Ahmad Nasarudina, Shamsuriani Md Jamala, Zulkernain Ahmada, Husyairi Harunarashida, Zuraidah Che Mana, Ho Siew Engb, Nurul Saadah Ahmada, Shahridan Mohd Fathila, Abdul Malik Hasima, Abdul Karim Mustafaa, Muhamad Kamarul Baharina, Zaiton Zakariad, Nabishah Mohamadc a
Department of Emergency Medicine, Universiti Kebangsaan Malaysia b Department of Nursing, Universiti Kebangsaan Malaysia c Department of Medical Education,Universiti Kebangsaan Malaysia d Department of Physiology, Faculty of Medicine, Universiti Kebangsaan Malaysia
Abstract Advances in audio-visual information technology has allowed for effective self-directed learning and increase diversity of learning styles, the teaching of the psychomotor domain should also explore this type of technology. We attempted to explore the effectiveness of using educational home-made video in teaching basic emergency life support skills to a group of pre-clinical medical undergraduates. We developed five educational videos on themes of basic airway management (BAM), emergency extremity splinting (ES), defibrillation, cervical spine immobilization (CSI) and cardiopulmonary resuscitation (CPR). This paper emphasises on the accessibility of readily-available, affordable solutions for educators to create their own “educational homemade video”. © 2011 2011Published PublishedbybyElsevier Elsevier Selection and/or reviewed responsibility of theTeaching UKM Teaching and Learning © Ltd.Ltd. Selection and/or peer peer reviewed underunder responsibility of the UKM and CongressCongress 2011. 2011 Learning Keyword: Basic emergency skills; educational video; psychomotor teaching; UKM; video development; web-based learning
1.
Introduction
Offering multiple learning modalities to students not only meets students’ individual needs, but also provides faculty options to meet the challenges facing the delivery of undergraduate medical education (Bridge, 2009). Moving from the conventional teaching of basic clinical skills to an online video-based self-directed learning platform is a challenging task, yet crucial in the light of changing paradigm of students learning styles and human resource limitations in medical education. Advances in information technology have allowed for effective self-
* Corresponding author. Tel.: +6-03-9145-5491; fax: +6-03-9145-6577 E-mail address: [email protected]
1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Learning Congress 2011 doi:10.1016/j.sbspro.2012.09.401
427
Ismail Mohd Saiboon et al. / Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
directed learning and increase diversity of learning styles available to the student, though it is uncertain whether this platform is suitable for the teaching of psychomotor skills. Online education support tools have already been utilized in Universiti Kebangsaan Malaysia (UKM), through the e-teaching and learning system or ‘Interactive Teaching and Learning Management System’ (SPIN) platform, the students are able to access contents developed and uploaded by their lectures. Student’s performance and participation in the web-based activity can also be tracked electronically using this system. This system or any other similar system have been the integral part of cognitive teaching and learning strategies in most medical schools worldwide and UKM. In line with core values of the university, courses and programs should promote the use of the national Malay language as a viable academic lingua franca. Most training material in life support education in Malaysia is in the English language, as the technical translation can be difficult. Hence, the translation process can be a laborious one, to ensure the same degree of context accuracy. The aim of this project is to develop a well crafted video for teaching basic emergency skill in 5 different areas. 2.
Methodology
Answering to the challenges of diversifying learning methods and the increased use of Malay language in medical education, we decided to commence a pilot project to develop, implement and assess a specially-designed content in Malay language of learning basic emergency life-support skills through video, which can be uploaded and made available on-line. Five essential life support skills were identified for the pilot project. For each skill set, the learning objectives and goals were constructed. This pre-determined learning objectives form the basis of scene arrangements of the resulting video package. The logical flow of learning targets corresponds to the respective sequence of scene, to present a systematic cognitive framework for the students. A standardized template of the scene arrangement with its standardized menu template was then developed (Table 1). The duration of each completed video was to be no more than ten minutes. The script for each segment was carefully constructed following discussions with the content expert for each of the topic. The scripts were then reviewed by the researchers for standardization and conformity to the norms of the national language, used in the context of medical education. To negate any possibly confusion or unfamiliarity with special medical terminology, the terms or phrases used were kept in its original form (in English). Table 1. Standardized menu template of the scene arrangement
Duration (seconds)
10s
30s
100 s
60s
60s
300s
30s
Video contents
Display title
Introduction
Trigger
Learning objectives
Showing the component
Perform technique
Closing remarks
The scenes were shot over the subsequent months, taking every opportunity of any free-time available in between the busy academic schedule and clinical service commitments. The assistance of undergraduate students in media studies (photography) were sought, with input directly from the author himself. The equipment for the clip production was rented and any props required were made from locally available product. The cost of production is further reduced by using in-house expertise in moulage and make-up. From a technical point of view, the emphasis of each shot was to provide the best result for the audience to appreciate it as a learning tool rather than its cinematographic value. All the actors, narrator and stuntmen/women were recruited from the pool of staff of the Department of Emergency Medicine, UKM Medical Centre. Post-production non-linear video editing was accomplished in-house using proprietary freeware software (Microsoft Windows Movie Maker version 5.1 - Copyright Microsoft Corporation 1998) by the author and his team. This includes the non-linear dubbing process. The complete package of each skill (containing all the scenes) was compiled in readily accessible individual snippets. This allows the audience (student) to review each short scene individually without having to view the complete video each time.
428
3.
Ismail Mohd Saiboon et al. / Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
Results
A total of five videos covering 17 different competencies of basic emergency skills, were developed as listed in Table 2. Table 2. Five competencies developed on video
Video 1)
Basic airway management
2)
Cardiopulmonary resuscitation
3)
Defibrillation
4)
5)
Individual skills produced i) ii) iii) iv) v) vi) vii) viii)
Head-tilt-chin-lift Pocket mask ventilation Oropharyngeal airway insertion Nasopharyngeal airway insertion Bag-valve-mask ventilation CPR Recovery position Defibrillation technique
Splinting
ix) x) xi) xii)
Limb neurovascular assessment Upper Limb splinting Lower Limb splinting Reef knot
Cervical spine immobilization
xiii) In-line manual stabilization xiv) Helmet removal xv) 1-man cervical collar application xvi) 2-man cervical collar application xvii) Spinal board application
The preliminary discussion and planning took about 4 months (July 2010 untill October 2010) and video production for another 8 months (October 2010 untill June 2011) to be finished. 4.
Discussion
Teaching the psychomotor domain of life support skills using self-directed skills training sets has been recognised to be an effective methodology (Cave et al., 2011). Intrinsic in most of these self-directed learning packages is the inclusion of some form of pre-recorded video instruction. Further exploration of this type of teaching-learning technology is advocated, since there are added advantages like standardization of content delivery and allowing repetitive learning. Video-based self-instruction (VSI) has been shown to have beneficial effects of learning life support skills, such as CPR, even before the rise of social network (Done & Parr, 2002; Anne et al., 2000; Todd et al., 1998). The popularity of freely available broadcast sites like YouTube, with almost a near-complete global penetration of social media, has seen the use of home-made versions of video-based self-instruction for cardiopulmonary resuscitation (CPR) as an important source of training instruction (Murugiah et al., 2011). Recognising that learning styles of undergraduates nowadays is likely to be highly integrated with web-based sources, we took the initiative to explore the effectiveness of using video-based instruction in teaching basic emergency life support skills to a group of preclinical medical undergraduates, emphasising on the accessibility of readily-available, affordable solutions for educators to create their own “educational home-made video”. The total production duration to completion was 28 working days spread over a period of eight months. The long protracted course was due to the part-time nature of the work, which was mostly done on weekends. The logistics and scheduling of each session was challenging, as availability of the crew member was variable due to existing work commitments and time constraints. An attempt to engage with a professional local movie production company to ease the process was deemed inappropriate, due to the high cost quoted. A more financial feasible alternative was
Ismail Mohd Saiboon et al. / Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
429
chosen in engaging undergraduate students in the media sector to take up this opportunity as their elective project, with a reasonable financial reimbursement. To maintain the quality of the video up to a commercial movie standard, the project demanded that professional filming equipment should be used whenever possible. This includes renting two high-definition cameras, lighting, microphone and monitor. The props required were made from locally available products. As there is already an existing talent pool among the departmental staff, casting of the actors and actresses for this video were all from this population. A total of 30 personnel were involved in this project, ranging from lecturers, clinicians, research associates, assistant medical officer, nurses, administrative assistants, office assistant and clinic assistants. It is important to note that some of the staff members are multi-talented and multi-tasking from this project – a valuable resource to be considered when undertaking such a project. Despite the emphasis of using the national Malay language for most of the video content, some of the more familiar medical terms were purposely kept it in English in order to make it user-friendly and easy to understand. 5.
Conclusion
Despite its challenges, it is cost effective for local educators to produce home-grown instructional video-assisted tools at a reasonable cost without compromising on the quality of the teaching. Alternative avenues for resources include undergraduates in media studies, tapping into potential in-house talents and renting, instead of purchasing professional production equipment. This project provides an example of the above in the teaching of basic emergency psychomotor skill in Malay language for medical students who have no clinical experience. Acknowledgement We would like to thank Universiti Kebangsaan Malaysia for providing the research grant (UKM-PTS-107-2010). References Anne, M. B. Robert, T. B. Allan, B. Alejando, U. William, K. (2000). Cardiopulmonary resuscitation performance of subjects over forty is better following half-hourvideo self-instruction compared to traditional four-hour classroom training. Resuscitation 43:101–10. Diana M. Cave, Tom P. Aufderheide, Jeff Beeson, Alison Ellison, Andrew Gregory, Mary Fran Hazinski, Loren F. Hiratzka, Keith G. Lurie, Laurie J. Morrison, Vincent N. Mosesso, Jr., Vinay Nadkarni, Jerald Potts, Ricardo A. Samson, Michael R. Sayre, and Stephen M. Schexnayder. (2011). Importance and Implementation of Training in Cardiopulmonary Resuscitation and Automated External Defibrillation in Schools. Circulation.123(6): 691–706. Karthik Murugiah, Ajay Vallakati, Kanishka Rajput, Akshay Sood, Narasa Reddy Challa. (2011). YouTube as a source of information on cardiopulmonary resuscitation. Resuscitation. 82(3): 332–4. Mary, L.D. & Michael, P. (2002). Teaching basic life support skills using self-directed learning, a self-instructional video, access to practice manikins and learning in pairs. Resuscitation 52 : 287–91. Patrick D. Bridge, Ph.D., Matt Jackson, Ph.D., & Leah Robinson, Ed.S. (2009). The Effectiveness of Streaming Video on Medical Student Learning: A case study. Medical Education Online, 14, 11 Todd, K.H, Braslow, A. Brennan, R.T. Lowery, D.W. Cox, R. J. Lipscomb, L. E. Kellermann, A.L. (1998). Randomized, controlled trial of video self-instruction versus traditional CPR training. Annals of Emergency Medicne. 31, 364–369.
Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
UKM Teaching and Learning Congress 2011
Development of web-based learning packages for Emergency Skills Ismail Mohd Saiboona,*, Johar Mohd Jaafara, Nazhatul Muna Ahmad Nasarudina, Shamsuriani Md Jamala, Zulkernain Ahmada, Husyairi Harunarashida, Zuraidah Che Mana, Ho Siew Engb, Nurul Saadah Ahmada, Shahridan Mohd Fathila, Abdul Malik Hasima, Abdul Karim Mustafaa, Muhamad Kamarul Baharina, Zaiton Zakariad, Nabishah Mohamadc a
Department of Emergency Medicine, Universiti Kebangsaan Malaysia b Department of Nursing, Universiti Kebangsaan Malaysia c Department of Medical Education,Universiti Kebangsaan Malaysia d Department of Physiology, Faculty of Medicine, Universiti Kebangsaan Malaysia
Abstract Advances in audio-visual information technology has allowed for effective self-directed learning and increase diversity of learning styles, the teaching of the psychomotor domain should also explore this type of technology. We attempted to explore the effectiveness of using educational home-made video in teaching basic emergency life support skills to a group of pre-clinical medical undergraduates. We developed five educational videos on themes of basic airway management (BAM), emergency extremity splinting (ES), defibrillation, cervical spine immobilization (CSI) and cardiopulmonary resuscitation (CPR). This paper emphasises on the accessibility of readily-available, affordable solutions for educators to create their own “educational homemade video”. © 2011 2011Published PublishedbybyElsevier Elsevier Selection and/or reviewed responsibility of theTeaching UKM Teaching and Learning © Ltd.Ltd. Selection and/or peer peer reviewed underunder responsibility of the UKM and CongressCongress 2011. 2011 Learning Keyword: Basic emergency skills; educational video; psychomotor teaching; UKM; video development; web-based learning
1.
Introduction
Offering multiple learning modalities to students not only meets students’ individual needs, but also provides faculty options to meet the challenges facing the delivery of undergraduate medical education (Bridge, 2009). Moving from the conventional teaching of basic clinical skills to an online video-based self-directed learning platform is a challenging task, yet crucial in the light of changing paradigm of students learning styles and human resource limitations in medical education. Advances in information technology have allowed for effective self-
* Corresponding author. Tel.: +6-03-9145-5491; fax: +6-03-9145-6577 E-mail address: [email protected]
1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Learning Congress 2011 doi:10.1016/j.sbspro.2012.09.401
427
Ismail Mohd Saiboon et al. / Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
directed learning and increase diversity of learning styles available to the student, though it is uncertain whether this platform is suitable for the teaching of psychomotor skills. Online education support tools have already been utilized in Universiti Kebangsaan Malaysia (UKM), through the e-teaching and learning system or ‘Interactive Teaching and Learning Management System’ (SPIN) platform, the students are able to access contents developed and uploaded by their lectures. Student’s performance and participation in the web-based activity can also be tracked electronically using this system. This system or any other similar system have been the integral part of cognitive teaching and learning strategies in most medical schools worldwide and UKM. In line with core values of the university, courses and programs should promote the use of the national Malay language as a viable academic lingua franca. Most training material in life support education in Malaysia is in the English language, as the technical translation can be difficult. Hence, the translation process can be a laborious one, to ensure the same degree of context accuracy. The aim of this project is to develop a well crafted video for teaching basic emergency skill in 5 different areas. 2.
Methodology
Answering to the challenges of diversifying learning methods and the increased use of Malay language in medical education, we decided to commence a pilot project to develop, implement and assess a specially-designed content in Malay language of learning basic emergency life-support skills through video, which can be uploaded and made available on-line. Five essential life support skills were identified for the pilot project. For each skill set, the learning objectives and goals were constructed. This pre-determined learning objectives form the basis of scene arrangements of the resulting video package. The logical flow of learning targets corresponds to the respective sequence of scene, to present a systematic cognitive framework for the students. A standardized template of the scene arrangement with its standardized menu template was then developed (Table 1). The duration of each completed video was to be no more than ten minutes. The script for each segment was carefully constructed following discussions with the content expert for each of the topic. The scripts were then reviewed by the researchers for standardization and conformity to the norms of the national language, used in the context of medical education. To negate any possibly confusion or unfamiliarity with special medical terminology, the terms or phrases used were kept in its original form (in English). Table 1. Standardized menu template of the scene arrangement
Duration (seconds)
10s
30s
100 s
60s
60s
300s
30s
Video contents
Display title
Introduction
Trigger
Learning objectives
Showing the component
Perform technique
Closing remarks
The scenes were shot over the subsequent months, taking every opportunity of any free-time available in between the busy academic schedule and clinical service commitments. The assistance of undergraduate students in media studies (photography) were sought, with input directly from the author himself. The equipment for the clip production was rented and any props required were made from locally available product. The cost of production is further reduced by using in-house expertise in moulage and make-up. From a technical point of view, the emphasis of each shot was to provide the best result for the audience to appreciate it as a learning tool rather than its cinematographic value. All the actors, narrator and stuntmen/women were recruited from the pool of staff of the Department of Emergency Medicine, UKM Medical Centre. Post-production non-linear video editing was accomplished in-house using proprietary freeware software (Microsoft Windows Movie Maker version 5.1 - Copyright Microsoft Corporation 1998) by the author and his team. This includes the non-linear dubbing process. The complete package of each skill (containing all the scenes) was compiled in readily accessible individual snippets. This allows the audience (student) to review each short scene individually without having to view the complete video each time.
428
3.
Ismail Mohd Saiboon et al. / Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
Results
A total of five videos covering 17 different competencies of basic emergency skills, were developed as listed in Table 2. Table 2. Five competencies developed on video
Video 1)
Basic airway management
2)
Cardiopulmonary resuscitation
3)
Defibrillation
4)
5)
Individual skills produced i) ii) iii) iv) v) vi) vii) viii)
Head-tilt-chin-lift Pocket mask ventilation Oropharyngeal airway insertion Nasopharyngeal airway insertion Bag-valve-mask ventilation CPR Recovery position Defibrillation technique
Splinting
ix) x) xi) xii)
Limb neurovascular assessment Upper Limb splinting Lower Limb splinting Reef knot
Cervical spine immobilization
xiii) In-line manual stabilization xiv) Helmet removal xv) 1-man cervical collar application xvi) 2-man cervical collar application xvii) Spinal board application
The preliminary discussion and planning took about 4 months (July 2010 untill October 2010) and video production for another 8 months (October 2010 untill June 2011) to be finished. 4.
Discussion
Teaching the psychomotor domain of life support skills using self-directed skills training sets has been recognised to be an effective methodology (Cave et al., 2011). Intrinsic in most of these self-directed learning packages is the inclusion of some form of pre-recorded video instruction. Further exploration of this type of teaching-learning technology is advocated, since there are added advantages like standardization of content delivery and allowing repetitive learning. Video-based self-instruction (VSI) has been shown to have beneficial effects of learning life support skills, such as CPR, even before the rise of social network (Done & Parr, 2002; Anne et al., 2000; Todd et al., 1998). The popularity of freely available broadcast sites like YouTube, with almost a near-complete global penetration of social media, has seen the use of home-made versions of video-based self-instruction for cardiopulmonary resuscitation (CPR) as an important source of training instruction (Murugiah et al., 2011). Recognising that learning styles of undergraduates nowadays is likely to be highly integrated with web-based sources, we took the initiative to explore the effectiveness of using video-based instruction in teaching basic emergency life support skills to a group of preclinical medical undergraduates, emphasising on the accessibility of readily-available, affordable solutions for educators to create their own “educational home-made video”. The total production duration to completion was 28 working days spread over a period of eight months. The long protracted course was due to the part-time nature of the work, which was mostly done on weekends. The logistics and scheduling of each session was challenging, as availability of the crew member was variable due to existing work commitments and time constraints. An attempt to engage with a professional local movie production company to ease the process was deemed inappropriate, due to the high cost quoted. A more financial feasible alternative was
Ismail Mohd Saiboon et al. / Procedia - Social and Behavioral Sciences 60 (2012) 426 – 429
429
chosen in engaging undergraduate students in the media sector to take up this opportunity as their elective project, with a reasonable financial reimbursement. To maintain the quality of the video up to a commercial movie standard, the project demanded that professional filming equipment should be used whenever possible. This includes renting two high-definition cameras, lighting, microphone and monitor. The props required were made from locally available products. As there is already an existing talent pool among the departmental staff, casting of the actors and actresses for this video were all from this population. A total of 30 personnel were involved in this project, ranging from lecturers, clinicians, research associates, assistant medical officer, nurses, administrative assistants, office assistant and clinic assistants. It is important to note that some of the staff members are multi-talented and multi-tasking from this project – a valuable resource to be considered when undertaking such a project. Despite the emphasis of using the national Malay language for most of the video content, some of the more familiar medical terms were purposely kept it in English in order to make it user-friendly and easy to understand. 5.
Conclusion
Despite its challenges, it is cost effective for local educators to produce home-grown instructional video-assisted tools at a reasonable cost without compromising on the quality of the teaching. Alternative avenues for resources include undergraduates in media studies, tapping into potential in-house talents and renting, instead of purchasing professional production equipment. This project provides an example of the above in the teaching of basic emergency psychomotor skill in Malay language for medical students who have no clinical experience. Acknowledgement We would like to thank Universiti Kebangsaan Malaysia for providing the research grant (UKM-PTS-107-2010). References Anne, M. B. Robert, T. B. Allan, B. Alejando, U. William, K. (2000). Cardiopulmonary resuscitation performance of subjects over forty is better following half-hourvideo self-instruction compared to traditional four-hour classroom training. Resuscitation 43:101–10. Diana M. Cave, Tom P. Aufderheide, Jeff Beeson, Alison Ellison, Andrew Gregory, Mary Fran Hazinski, Loren F. Hiratzka, Keith G. Lurie, Laurie J. Morrison, Vincent N. Mosesso, Jr., Vinay Nadkarni, Jerald Potts, Ricardo A. Samson, Michael R. Sayre, and Stephen M. Schexnayder. (2011). Importance and Implementation of Training in Cardiopulmonary Resuscitation and Automated External Defibrillation in Schools. Circulation.123(6): 691–706. Karthik Murugiah, Ajay Vallakati, Kanishka Rajput, Akshay Sood, Narasa Reddy Challa. (2011). YouTube as a source of information on cardiopulmonary resuscitation. Resuscitation. 82(3): 332–4. Mary, L.D. & Michael, P. (2002). Teaching basic life support skills using self-directed learning, a self-instructional video, access to practice manikins and learning in pairs. Resuscitation 52 : 287–91. Patrick D. Bridge, Ph.D., Matt Jackson, Ph.D., & Leah Robinson, Ed.S. (2009). The Effectiveness of Streaming Video on Medical Student Learning: A case study. Medical Education Online, 14, 11 Todd, K.H, Braslow, A. Brennan, R.T. Lowery, D.W. Cox, R. J. Lipscomb, L. E. Kellermann, A.L. (1998). Randomized, controlled trial of video self-instruction versus traditional CPR training. Annals of Emergency Medicne. 31, 364–369.