260
Views
1
CrossRef citations to date
0
Altmetric
ORIGINAL RESEARCH

Using Whiteboard Animation and Patient Narratives for Learning Clinical Ophthalmology: Student Perspectives

ORCID Icon &
Pages 585-593 | Received 28 Feb 2023, Accepted 27 May 2023, Published online: 09 Jun 2023

References

  • Shuttleworth GN, Marsh GW. How effective is undergraduate and postgraduate teaching in ophthalmology? Eye. 1997;11(Pt 5):744–750. doi:10.1038/eye.1997.189
  • Quillen DA, Harper RA, Haik BG. Medical student education in ophthalmology: crisis and opportunity. Ophthalmology. 2005;112(11):1867–1868. doi:10.1016/j.ophtha.2005.05.005
  • Fan JC, Sherwin T, McGhee CN. Teaching of ophthalmology in undergraduate curricula: a survey of Australasian and Asian medical schools. Clin Exp Ophthalmol. 2007;35(4):310–317. doi:10.1111/j.1442-9071.2006.01414.x
  • Zhang HH, Hepschke JL, Shulruf B, et al. Sharpening the focus on ophthalmology teaching: perceptions of medical students and junior medical officers. Clin Exp Ophthalmol. 2018;46(9):984–993. doi:10.1111/ceo.13342
  • Succar T, Grigg J, Beaver HA, Lee AG. A systematic review of best practices in teaching ophthalmology to medical students. Surv Ophthal. 2016;61(1):83–94. doi:10.1016/j.survophthal.2015.09.001
  • Zaharias G. What is narrative-based medicine? Narrative-based medicine 1. Can Fam Physician. 2018;64(3):176–180.
  • Ezeonyeji AN, Borg FA, Dasgupta B. Delays in recognition and management of giant cell arteritis: results from a retrospective audit. Clin Rheumatol. 2011;30(2):259–262. doi:10.1007/s10067-010-1616-y
  • Prior JA, Ranjbar H, Belcher J, et al. Diagnostic delay for giant cell arteritis - a systematic review and meta-analysis. BMC Med. 2017;15(1):120. doi:10.1186/s12916-017-0871-z
  • YouTube. Your clinical journey. giant cell arteritis whiteboard animation [Video]. https://youtu.be/_dMGGN9imR0c2011. Accessed December 20, 2020.
  • Mayer RE. Multimedia Learning. Cambrige: Cambrige University Press; 2020.
  • YouTube. Your clinical journey. giant cell arteritis patient story [Video]. Available from: https://youtu.be/r3o7wa85f34. Accessed December 20, 2020.
  • Mustafa AG, Taha NR, Alshboul OA, Alsalem M, Malki MI. Using YouTube to learn anatomy: perspectives of Jordanian medical students. Biomed Res Int. 2020;2020:6861416. doi:10.1155/2020/6861416
  • Liao H-C, Wang Y-H. Storytelling in medical education: narrative medicine as a resource for interdisciplinary collaboration. Int J Environ Res Public Health. 2020;17(4):1135. doi:10.3390/ijerph17041135
  • Easton G. How medical teachers use narratives in lectures: a qualitative study. journal article. BMC Med Ed. 2016;16(1):3. doi:10.1186/s12909-015-0498-8
  • IBM SPSS statistics for windows. Version 25; 2017. Available from: https://hadoop.apache.org. Accessed May 31, 2023.
  • Khan S Lets use video to reinvent education. TED Ideas Worth Spreading; 2014. https://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education#t-154609. Accessed May 31, 2023.
  • Bernard RM, Borokhovski E, Schmid RF, Tamim RM, Abrami PC. A meta-analysis of blended learning and technology use in higher education: from the general to the applied. journal article. J Comput High Educ. 2014;26(1):87–122. doi:10.1007/s12528-013-9077-3
  • Moran J, Briscoe G, Peglow S. Current technology in advancing medical education: perspectives for learning and providing care. journal article. Acad Psychiatry. 2018;42(6):796–799. doi:10.1007/s40596-018-0946-y
  • Hurtubise L, Martin B, Gilliland A, Mahan J. To play or not to play: leveraging video in medical education. J Grad Med Educ. 2013;5(1):13–18. doi:10.4300/jgme-05-01-32
  • Jaffar AA. YouTube: an emerging tool in anatomy education. Anat Sci Educ. 2012;5(3):158–164. doi:10.1002/ase.1268
  • Rabee R, Najim M, Sherwani Y, et al. YouTube in medical education: a student’s perspective. Med Educ Online. 2015;20:29507. doi:10.3402/meo.v20.29507
  • Willmot P, Bramhall M, Radley K. Using digital video reporting to inspire and engage students; 2019. Available from http://www.raeng.org.uk/publications/other/usingdigital-video-reporting. Accessed May 31, 2023.
  • Coret A, Boyd K, Hobbs K, Zazulak J, McConnell M. Patient narratives as a teaching tool: a pilot study of first-year medical students and patient educators affected by intellectual/developmental disabilities. Teach Learn Med. 2018;30(3):317–327. doi:10.1080/10401334.2017.1398653
  • Wong K, Beno S, Ackery A. Development of a whiteboard video for managing trauma patients outside a tertiary trauma centre. CJEM. 2020;22(6):825–828. doi:10.1017/cem.2020.427
  • Larnard J, Zucker J, Gordon R. The stairway to antibiotic heaven: a scaffolded video series on empiric antibiotic selection for fourth-year medical students. MedEdPORTAL. 2020;16:11036. doi:10.15766/mep_2374-8265.11036
  • Brame CJ. Effective educational videos: principles and guidelines for maximizing student learning from video content. CBE Life Sci Educ. 2016;15(4):es6. doi:10.1187/cbe.16-03-0125
  • Wiseman R. The power of acting ‘As If’; 2012. Available from: https://richardwiseman.wordpress.com/2012/10/10/the-power-of-acting-as-if/. Accessed March 2, 2019.
  • Türkay S. The effects of whiteboard animations on retention and subjective experiences when learning advanced physics topics. Comput Educ. 2016;98:102–114. doi:10.1016/j.compedu.2016.03.004
  • Charon R. Narrative Medicine: Honoring the Stories of Illness. New York: Oxford University Press; 2008.
  • Valent P. In Two Minds Tales of a Psychotherapist. Sydney: UNSW Press; 2009.
  • Charlton R. Learning to Consult. Seattle: Radcliffe Pub.; 2007.
  • Rudnytsky PL. Psychoanalysis and Narrative Medicine. Albany, NY: State Univ. of New York Press; 2008.
  • Abt Sacks A, Perestelo-Perez L, Rodriguez-Martin B, et al. Breast cancer patients’ narrative experiences about communication during the oncology care process: a qualitative study. Eur J Cancer Care (Engl). 2016;25(5):719–733. doi:10.1111/ecc.12384
  • Kvåle K, Haugen DF, Synnes O. Patients’ illness narratives-from being healthy to living with incurable cancer: encounters with doctors through the disease trajectory. Cancer Rep. 2020;3(2):e1227. doi:10.1002/cnr2.1227
  • Fiorella L, Mayer RE. Effects of observing the instructor draw diagrams on learning from multimedia messages. J Educ Psychol. 2016;108(4):528–546. doi:10.1037/EDU0000065
  • Zak PJ. Why inspiring stories make us react: the neuroscience of narrative. Cerebrum. 2015;2015:2. doi:10.1016/S0306-4522(97)00683-0
  • Yue C, Kim J, Ogawa R, Stark E, Kim S. Applying the cognitive theory of multimedia learning: an analysis of medical animations. Medic Educ. 2013;47(4):375–387. doi:10.1111/medu.12090
  • Bartholomé T, Bromme R. Coherence formation when learning from text and pictures: what kind of support for whom? J Educ Psychol. 2009;101(2):282–293. doi:10.1037/a0014312
  • Jha KN. Ophthalmology teaching-learning in undergraduate classes: roadblocks and the remedies. J Clin Diagn Res. 2015;9(8):JI01–JI2. doi:10.7860/JCDR/2015/13677.6350
  • Shaffer VA, Zikmund-Fisher BJ. All stories are not alike: a purpose-, content-, and valence-based taxonomy of patient narratives in decision aids. Med Decis Making. 2013;33(1):4–13. doi:10.1177/0272989x12463266
  • Mazor KM, Baril J, Dugan E, Spencer F, Burgwinkle P, Gurwitz JH. Patient education about anticoagulant medication: is narrative evidence or statistical evidence more effective? Patient Educ Couns. 2007;69(1):145–157. doi:10.1016/j.pec.2007.08.010
  • Richardson JC, Newby T. The role of students’ cognitive engagement in online learning. Am J Distance Educ. 2006;20(1):23–37. doi:10.1207/s15389286ajde2001_3
  • Park DC, Lodi-Smith J, Drew L, et al. The impact of sustained engagement on cognitive function in older adults: the Synapse Project. Psychol Sci. 2014;25(1):103–112. doi:10.1177/0956797613499592
  • Riessman CK. Ruptures and sutures: time, audience and identity in an illness narrative. Sociol Health Ill. 2015;37(7):1055–1071. doi:10.1111/1467-9566.12281
  • Puig MV, Rose J, Schmidt R, Freund N. Dopamine modulation of learning and memory in the prefrontal cortex: insights from studies in primates, rodents, and birds. Front Neural Circuits. 2014;8:93. doi:10.3389/fncir.2014.00093
  • Kumagai AK, Murphy EA, Ross PT. Diabetes stories: use of patient narratives of diabetes to teach patient-centered care. Adv Health Sci Educ. 2008;14(3):315. doi:10.1007/s10459-008-9123-5
  • Markides M. The importance of good communication between patient and health professionals. J Pediatr Hematol Oncol. 2011;33:S123–S125. doi:10.1097/MPH.0b013e318230e1e5
  • King A, Hoppe RB. ”Best practice” for patient-centered communication: a narrative review. J Grad Med Educ. 2013;5(3):385–393. doi:10.4300/JGME-D-13-00072.1
  • Haidet P, Dains JE, Paterniti DA, et al. Medical student attitudes toward the doctor-patient relationship. Med Educ. 2002;36(6):568–574. doi:10.1046/j.1365-2923.2002.01233.x
  • Rao JK, Weinberger M, Kroenke K. Visit-specific expectations and patient-centered outcomes: a literature review. Arch Fam Med. 2000;9(10):1148–1155. doi:10.1001/archfami.9.10.1148