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16 A Novel Approach to “See One, Do One”: Multimedia Presentations before Procedure Workshops and Simulation
Author(s) -
Sudhir Amita
Publication year - 2008
Publication title -
academic emergency medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.221
H-Index - 124
eISSN - 1553-2712
pISSN - 1069-6563
DOI - 10.1111/j.1553-2712.2008.00131_16.x
Subject(s) - session (web analytics) , multimedia , presentation (obstetrics) , task (project management) , key (lock) , computer science , medicine , world wide web , surgery , management , computer security , economics
We propose that residents and medical students are likely to gain more from a simulation experience or procedure workshop if they are given educational materials conveying key concepts to review beforehand. Several multimedia formats are available to accomplish this task. Digital video and Powerpoint presentations can be converted to podcasts with or without audio tracks using programs like Profcast, GarageBand, Camtasia, and Keynote. There are also procedure videos available from sources like the New England Journal of Medicine. Participants are provided these instructional materials via a secure web server or email attachment several days prior to the educational session. These presentations are kept short in length (no greater than 10‐15 minutes) to optimize compliance while delivering information efficiently. They can be reviewed at the learner's convenience on a personal computer or on an iPod with video capability. This method can significantly reduce the time required for didactic teaching in a procedure workshop; for example, when medical students review a video on basic suturing before attending a suturing workshop, they are prepared to begin practicing with minimal initial instruction. Furthermore, conveying the same information repeatedly through different instructional methods can help learners consolidate knowledge, as in the case of a presentation provided to residents before a simulation session containing the basic clinical teaching points of the case. Participant feedback regarding these resources has been favorable.