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Videos when properly embedded within the curriculum might make learning the basic sciences such as human anatomy much more engaging for medical students. It is unclear how the use of video is advantageous. Possible scientific causations for such an observation include visual and auditory stimulation, coupled with ease of access for the learner. Video usage empowers the medical students to learn in an active manner. However, this cannot happen if motivation for self-directed learning is lacking. This research aims to 1) Elucidate qualitative and quantitative comments on how videos help to enhance anatomy learning. 2) Quantify the level of motivation for self-directedness in order for videos to be impactful amongst medical students. A short video was embedded into selected part of the 1st year anatomy curriculums (pharynx and larynx) for selected medical students (n=100). Separately, all students in the cohort (n=300) were assessed for their attitude towards active learning via a survey on motivation levels. This was done using the modified PRO-SDLS. Results showed that 85% of the participants enjoyed learning the anatomy of the pharynx and larynx with embedded videos (P<0.05). Specifically, they liked the Q&A sessions, the virtual chat platform, and the mode of delivery. Participants perceive it to be clearer, and more structured (P<0.05). Concomitantly, all medical students surveyed exhibited unusually high motivation for self-directed learning ( agreeing with probe questions in the PRO-SDLS) (P<0.05). This allows videos to be impactful. In conclusion, with videos, medical students appreciated the relevance of basic regional anatomy more in a statistically significant manner compared to controls. However, a threshold motivation is required for active learning to be successful.

Using video in medical education: What it takes to succeed