Self-Assessment of Gram Staining Skill Using Video Recording in a Classroom Environment for Veterinary Nursing Students

Abstract

Practical skills are essential in the veterinary nursing curriculum. Given the increasing implementation of video recording in higher education, this study explored the feasibility and benefits of video recording as a classroom tool in professional education. Concerns regarding the inability to monitor individual students’ performance during their laboratory course promoted the implementation of video recording—a blended learning method—in a veterinary nursing course. The approach was personalized for this study, particularly for the Gram staining skill. Students submitted video recordings demonstrating the progression of their skills development, and the instructor reviewed the recordings for assessment. The Participant Perception Indicator, a self-assessment, was used to determine students’ experience, knowledge, and confidence gained after performing the skill. Video recording helped students to identify areas for self-improvement. It is also a helpful tool for instructors to ensure that students are meeting the learning standards. The results suggest that the use of video recording in learning Gram staining skills was effective. The evidence-based approach maximized students’ learning and engagement, and it improved individualized assessment by the instructor and enabled the instructor to provide feedback on students’ performance. During this period of increasing reliance on online teaching and learning, video recording in a classroom environment could be more widely used by instructors.