UNSTRUCTURED
Online videos are used frequently in teaching procedural skills; however, the steps of developing a video may not be obvious to clinician educators who are new to creating videos.
Methods:
We divided the development of a video into three phases: pre-production, production, and post-production. After writing the learning outcomes, we created a script and storyboard, which were validated by subject matter and audiovisual experts. We used the example of processing a piece of skeletal muscle in a Pathology laboratory to make a video.
Results:
The final video was four minutes and four seconds long and took seventy hours to create. We identified that an effective video has six key factors: clear learning outcomes, being engaging and learner-centric, incorporating principles of multimedia learning and adult learning theories, and high audiovisual quality. To ensure quality, we developed a checklist of elements which others can use to create procedural videos. The barriers to creating procedural videos for a novice at making videos are the significant time commitment to develop videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skills-building rehearsals using simulations.
Conclusions:
Creating a procedural online video has significant time, technical and cognitive requirements. We suggest that using a checklist with quality elements increases the likelihood of producing a high-quality video.