135 - Bite-sized and Clinically Applied Anatomy Videos: Understanding the Value of a Novel, Annotated Video Resource Featuring Plastinated Tissue in Scaffolding Medical Student Learning

Poster Board Number: 135
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Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Erin Fillmore - Associate Professor, Warwick Medical School, University of Warwick; Richard Tunstall - Professor, Warwick Medical School, University of Warwick

Abstract Body :

Introduction and Objective



Core anatomy at Warwick Medical School is taught in various ways, including weekly workshops examining plastinated silicone specimens (three-dimensional specimens made from real human bodies). To address ways where additional scaffolding might further support student learning, 26 optional Bite-Sized and Clinically Applied (BSCA) videos were created and provided to 1^st year medical students via YouTube. These videos ranged from 5-12 minutes in length, with an average run time of 8min50sec. Each video focused on specific areas of clinically relevant anatomy and used a similar format involving annotation of high quality photographs of plastinated specimens using KeyNote, with a concise voiceover. The aim of this study was to understand the educational value of this resource, and the impact it had on medical student learning.

Materials and Methods



YouTube viewing analytics data were reviewed across the academic year (2022-2023), and two voluntary focus group sessions were conducted with 2^nd and 3^rd year medical students (n=12) who engaged with the videos when they were 1^st year students. Qualitative feedback data was collected using a semi-structured interview approach to explore student perceptions of the BSCA videos, including how and why they were using this resource. Two independent researchers then examined the data to look for emergent themes.

Results



YouTube viewing data across one academic year (2022-2023) showed engagement ranged between 56-477 new views per optional video, with an average of 123 unique views per BSCA video, with >50% average view duration. Qualitative feedback from the focus sessions was overwhelmingly positive. Students reported the BSCA videos were a unique resource that supported multiple aspects of learning, including: knowledge acquisition, retention, consolidation, review, and self-regulation. Great perceived value was placed on the videos’ clinical focus, brevity, accessibility outside structured teaching sessions at a time that best suited the learner, and high impact use of plastinate images.

Conclusion and Significance



This study illustrates that the BSCA videos provide scaffolding to further support student learning, including supporting student engagement with plastinates, self-regulation of learning outside of workshops, and providing additional emphasis on core anatomical areas of clinical relevance that cover challenging threshold concepts. The varied educational role of the BSCA videos, and their diverse range of uses, emphasise the unique place these videos play in a student’s ability to customise their learning experience, and highlight their potential to be developed further to support anatomical and radiological learning.