Back to Journals » Advances in Medical Education and Practice » Volume 9

Ten tips to encourage student interaction with screen-capture type vodcasts

Authors Pettit RK

Received 6 February 2018

Accepted for publication 8 April 2018

Published 27 July 2018 Volume 2018:9 Pages 535—540

DOI https://doi.org/10.2147/AMEP.S164751

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Maria Olenick

Peer reviewer comments 3

Editor who approved publication: Dr Anwarul Azim Majumder


Robin K Pettit

School of Osteopathic Medicine in Arizona, A. T. Still University, Mesa, AZ, USA

Abstract: Video podcasts (vodcasts) are gaining popularity in medical education, but they can be a passive learning modality if students do not actively engage with the content. Of the two categories of vodcast software, screen-capture (mp4 output) and Flash™ (HTML5/Flash output), screen-capture has greater potential to result in passive learning because students cannot physically interact with the content. However, screen-capture offers several advantages for the producer (often faculty) and the consumer (students). As such, this type of software is popular with medical school faculty. To encourage active learning, ten tips are presented with specific strategies that faculty can use with screen-capture type vodcasts. Many of the tips also apply to Flash-type vodcasts. By incorporating these strategies, faculty with limited technical abilities can create engaging vodcasts that stimulate active learning.

Keywords: vodcast, video podcast, screen-capture, active learning

Creative Commons License This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.

Download Article [PDF]  View Full Text [HTML][Machine readable]