Evaluation of student use of videos to support learning in a simulation laboratory course: A perception and analytics approach

Abstract

Aim: This paper evaluates the use of online video learning materials used for a simulation laboratory course for 2 consecutive cohorts of students using an evaluation and analytics approach.

Methods: 100 online video clips were created to support students’ learning before, during and after the scheduled simulation laboratory teaching sessions in a fixed prosthodontics course. Videoed online presentations included screen‐captured PowerPoint presentations, simulation laboratory psychomotor and clinical skills demonstrations, individual student case consultations and whole‐class worksheet debriefings. Data files and access data were analyzed for 2 consecutive cohorts of 4th year students. An evaluation questionnaire was administered on the 2015 cohort.

Results: Feedback on learning resources were strongly positive. 100% of students reported that the videos helped in their learning, preparation for simulation laboratory classes, to refresh their memory prior to clinical care, prepare for the clinical competency test and prepare for examinations. In total, 4689 videos were accessed, 35% by class 2015 and 65% by 2016. 73% of these were watched during the simulation laboratory course, 13% were watched 2‐3 weeks before examinations and 14% during the remainder of the year.

Conclusion: Videos were reported to support student learning and were valued for a range of learning needs. However, significant differences between student consumption and strategies need to be designed to engage low consumers.