Medical education: is the reel a good deal?

Medical education: is the reel a good deal? | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Medical education: is the reel a good deal? Daniel Humberto Pozza, Fani Lourença Neto, José Tiago Costa-Pereira, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5966553/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Based on our question, "Is the reel a good deal for medical education?" this study explores the effectiveness of short (around 2 minutes) video-based learning in engaging students enrolled in a medical course. With the increasing integration of digital tools in education, video content has emerged as a dynamic method to enhance learning experiences. This cross-sectional survey was conducted by using anonymous self-administered questionnaires, prepared taking into account previous studies, to 264 informed students that voluntarily agreed to participate. This sample represented 75.5% of the students’ attending the classes. The questionnaires included topics related to 65 short videos about practical classes and learning preferences. The collected data were analyzed using descriptive and comparative statistics. The students considered that the content and format of the videos were adequate (99.6% and 100%, respectively). Specifically, the videos helped the students to better understand the practical classes, consolidate and retain the practical content and simplify the study for the exams. Additionally, the videos were praised for their high-quality audiovisual content, being innovative, complete, concise, short and/or adequate, or better than other formats such as printed information. The combination of written and audiovisual support materials for teaching and studying is important and has been shown to improve students’ performance. This pedagogical methodology is well-suited for the current generation of students, aiding not only in study and exam preparation but is also in remote learning. medical education microscopic observation digital resources short-videos social media student assessment Figures Figure 1 Figure 2 1. Introduction There is a tendency to move from written search (E.g. google) to video based information access (E.g. TikTok). Health-related information shared via social media is often presented in short videos. However, since most platforms lack content regulation, expert scientific oversight for peer-reviewing health information, medical information shared in this format can spread misinformation. Additionaly most of the videos in platagforms like TikTok and Instagram may be hard to find and archive (Yeung et al., 2022 ). Non-physicians frequently share medical advice on the platforms, often presenting treatments that lack strong supporting evidence (Hong et al., 2023 ). Therefore, medical content produced by professors and physicians is essential for providing reliable information. Considering that TikTok health-related videos tend to be very poor, often lack thorough citations and detailed discussions of risks and benefits, health care providers might consider creating their own short videos to share accurate insights and reach a broader audience (Bethell, Anastasio, Adu-Kwarteng, Tabarestani, & Lau, 2023 ). The microscope is an indispensable tool in several fields of education, namely in medical and biology education. The microscope provides the students with a crucial look of cells and tissues, the building blocks of life. In medical education, the microscope also allows to study the pathological changes that occur in various diseases. By examining biological specimens, namely biopsies of normal and pathologic human tissue under the microscope, medical students may develop a deep appreciation for the intricate details of cell biology, histology and physiology, along with biopathology. This visual understanding of the cells and tissues is essential for accurate diagnosis and treatment (Ishak, AlRawashdeh, Meletiou-Mavrotheris, & Nikas, 2022 ; Maity et al., 2023 ; Veeraraghavan & Silverstein, 2021 ). In spite of its importance, there are several challenges in using microscopes for teaching and learning, namely because the student´s skills are essential for interpreting the images obtained from the microscope. University students are frequently unexperienced in the use of the microscope, which can lead to difficulties in identifying structures and distinguishing between artifacts and real elements. In the context of teaching Histology and Embryology (H&E) to medical students we testified some of those limitations with our medical students. Theoretical teaching of H&E is focused on the characterisation and study of the components of the main tissues and organs of the body, as well as the main stages of prenatal development. This knowledge is ideally reinforced and solidified with practical knowledge acquired by microscopic observation of the main cellular and extracellular components and features of tissues and organs. Probably due to the importance of microscopic observation to understand the topics under study, H&E are often perceived as abstract subjects and students sometimes fail to connect the theoretical concepts with the practical knowledge (Carneiro, Pozza, & Tavares, 2023 ). Moreover, students fail to figure out the importance of learning and understanding normal structures and their development during embryonic period, as well as their relationship to the body’s physiological functions (Hamilton & Carachi, 2014 ; Johnson, Purkiss, Holaday, Selvig, & Hortsch, 2015 ; Yamada et al., 2006 ). This has led to implement strategies based on new technology complementing the traditional teaching and enhancing the student’s engagement in the learning process (Grainger, Liu, & Geertshuis, 2021 ; Johnson et al., 2015 ; Weeks & Horan, 2013 ), namely using digital resources. The introduction of digital resources in medical education has been discussed and progressively integrated in the traditional curricula by different academic institutions (Felszeghy et al., 2019 ; Greenhalgh, 2001 ). These new technologies are powerful tools that may increase student knowledge, foster critical thinking, and improve academic performance (Felszeghy et al., 2019 ; Gould, Terrell, & Fleming, 2008 ; Kelly, Lyng, McGrath, & Cannon, 2009 ). Videos seem to be a promising technology for autonomous and active learning, and their use has increased exponentially in medical education (Balslev, de Grave, Muijtjens, & Scherpbier, 2005 ; Bordes, Walker, Modica, Buckland, & Sobering, 2021 ; Brame, 2016 ; Prober & Khan, 2013 ; Weeks & Horan, 2013 ). Students often use video or video-sharing online platforms to effectively enhance gross anatomy knowledge and increase their learning (Ang, Talib, Samarasekera, Thong, & Charn, 2017 ; Barry et al., 2016 ; Jaffar, 2012 ). Video-based learning has the potential to shift traditional lecture-based teaching towards more autonomous activities of the students, resulting in higher satisfaction, improvement of student´s performance and greater engagement (Brame, 2016 ; Dervan, 1992 ; Evans et al., 2016 ; Strkalj et al., 2018 ). Additionally, video offer medical students the flexibility to study at their own pace (Dong & Goh, 2015 ). Regarding the optimal duration of the videos, several studies have shown that short videos, rather than long ones, are better received and more effective at maintaining students’ attention, leading to higher satisfaction and improved content integration in basic science education within medical courses (Bordes et al., 2021 ; Dong & Goh, 2015 ; Strkalj et al., 2018 ). At the Faculty of Medicine of the University of Porto (FMUP), the second´s largest medical school in Portugal, the H&E courses are present in two semesters of the the Integrated Masters in Medicine. Teaching of H&E includes a strong component of theorico-practical classes where students discuss theorical concepts previously available followed by the observation of histological and embryological slides guided by written material. The teaching approach complements and reinforces the theoretical component. A series of short, narrated videos showcasing various histological, and some embryological preparations were created and made available to students, covering several contents of H&E. We hypothesised that adding short videos to the existing written support material would improve the students’ understanding and study of the practical component, thereby improving their theoretical comprehension and the final grades in the H&E courses Therefore, the objective of this study was to evaluate the impact of short videos on student satisfaction and performance outcomes, as well as their perception of the videos’ usefulness in preparing for practical classes and understanding the curriculum content. As secondary objectives, we also assessed students’ preferences for delivery platforms, and their predominant learning styles. 2. Materials and Methods 2.1. Study design and data collection This study was approved by the Ethics and Research Committee of the São João Hospital (protocol number CE 38-2020). During the year 2019/20, the students had access to short videos, as described below. Data collection started on February 17th and ended on March 13, 2020. A cross-sectional survey was conducted using anonymous printed questionnaires distributed by the FMUP professors. The questionnaires did not record any identification data, and participation was voluntary. The methodology of data acquisition followed the self-administered questionnaire without any intervention of the authors or any specific person. The questionnaires did not contain any identifying information about the participants to ensure confidentiality. Only fully filled questionnaires were included for the data analysis. The inclusion criteria comprised only students from FMUP attending H&E classes, who were 18 years or older, who understood and agreed to participate anonymously in the study. The participation required signing an informed consent form, which was stored separately from the questionnaire. A numerical correspondent number was used on both instruments to handle any potential withdrawal from the study. The questionnaires included eight multiple-choice questions for those who had watched the short videos and one open-ended question for those that did not watch the videos (Table 1 ). There were 65 short videos at that moment, lasting for 2 minutes and 18 seconds in average, available in Moodle and YouTube® that began to be recorded in October 2019. Table 1 Questionnaire 1. If you have watched the histology and embryology videos (if not, go to nº 2): 1.1 - Is the content adequate? Yes or no and why? 1.2 - Is the format suitable? Yes or no and why? 1.3 - Did the videos help to better understand histology and embryology (Likert scale)? 1.4 - Did the videos help you in your studies for the exams (Likert scale)? 1.5 - Are the videos useful for preparing practical lessons (Likert scale)? 1.6 – Do you prefer to watch the videos on Moodle or on Youtube? Justify your choice. 1.7 - What support material for practical classes did you use the most to study: pdf of the practical class / video of the practical class / both: pdf + video of the practical class? 1.8 - What support material for practical classes do you prefer: pdf of the practical class / video of the practical class / both: pdf + video of the practical class? 2. If you haven't seen any of the videos, please tell us why? 3. Values of VARK ( https://vark-learn.com/questionario-vark-2 ): 3.1. Visual? 3.2. Read/Write? 3.3. Aural? 3.4. Kinesthetic? The questionnaire was developed based on previous studies (Gould et al., 2008 ; Strkalj et al., 2018 ; Topping, 2014 ; Weeks & Horan, 2013 ). Additionally, the VARK questionnaire (Leite, Svinicki, & Shi, 2010 ) was included to provide some information about students’ learning preferences. Before being distributed, the questionnaires were piloted with five faculty members to ensure clarity. To avoid misinterpretations, the questionnaires were provided only in Portuguese. Finally, the students’ grades, without any identification data, were used to compare the performance with the previous academic year, when the short videos were still unavailable. 2.2. Data analysis The data obtained from the questionnaires were analysed using the IBM® SPSS® Statistics software version 27. For a margin of error of 5% and a confidence level of 95% (Z-value of 1.96), the minimum sample size required was 169 students. Descriptive statistics were used to summarise the demographic characteristics of the sample and the frequency of responses. The Chi-square test was used to make comparisons among categorical variables, and means were compared using the Mann-Whitney test. The open-ended question was qualitatively analysed and summarised by two researchers with the Kappa test, which is used to verify concordance. 3. Results Two hundred and sixty-four students answered the questionnaire, representing 75.5% of the students attending H&E classes at that time. Most of the respondents (97.3%) had visualized the short videos. Seven students (2.7%) who answered the questionnaire but did not view the videos reported the following reasons: not knowing about the videos’ existence (4 students), not find the videos necessary for studying H&E (2 students) or being engaged with the study of other subjects of the medical course (1 student). The mean number of visualizations (min-max) in Moodle was 614 ± 103 (434–1043), and in YouTube® it was 272 ± 131(82–615) per video. All participants (100%) reported that the content was adequate for the classes. The main reasons highlighted in the open-ended question were grouped as follows: 51.6% considered that the short videos helped them better understand the practical content of the classes, and 48.4% believed that the short videos helped them consolidate and remember the practical content, facilitating the exam preparation. Additionally, 99.6% of respondents reported that the format of the videos was suitable for the following reasons: it facilitated the study (69.6%), presented good quality of audiovisual content (15.2%), was innovative, complete, concise, short and/or adequate (11.6%) or was better than other formats such as printed information (2.9%). Furthermore, 99.6% fully agreed or agreed that the videos helped them better understand the contents of H&E, with No participants disagreeing or fully disagreeing. Similarly, 100% fully agreed or agreed that the audiovisual material helped in studying for assessments (Table 2 ). Table 2 Summary of the multiple-choice questions (n = 264) Question Nº of answers (%) 1.Videos helped to better understand H&E Fully disagree Disagree Don’t agree neither disagree Agree Fully agree 2 (0.8) 1 (0.4) 19 (7.6) 45 (17.9) 184 (73.3) 2. Videos are useful for class preparation Fully disagree Disagree Don’t agree neither disagree Agree Fully agree 0 (0) 0 (0) 0 (0) 20 (7.8) 237 (92.2) 3. Videos helped for preparation of the evaluation Fully disagree Disagree Don’t agree neither disagree Agree Fully agree 0 (0) 0 (0) 1 (0.4) 32 (12.5) 224 (87.2) Legend: Nº - number, H&E - histology and embryology. Missing cases were not included in the analisys. Regarding the use of audiovisual material for the preparation of practical classes, 91.2% of students fully agreed or agreed that it was helpful, while only 1.2% disagreed or completely disagreed (Table 2 ). For the platform preference for watching short videos, 75.3% preferred Moodle, and 6.7% preferred both options (Moodle and YouTube®) (Fig. 1 ). The main reasons for preferring Moodle were its ease of access and use (53.7%), good organisation (28.0%), and the absence of distractions, such as other videos and advertising that happens exclusively on YouTube (7.9%). Most students (84.0%) used the existing PDF support material in conjugation with the new audiovisual material to study. Likewise, the vast majority (83.1%) reported preferring combined support materials. In the VARK survey, most respondents (37.2%) presented an aural preference, followed by a kinaesthetic (30.7%), visual (21.2%) and reading/writing (10.8%) preferences (Fig. 2 ). Finally, there was an improvement in the final scores. In a scale of 0–20, where 0 is the lowest score and 20 is the highest, the mean score increased from 12.9 (± 4.8) in 2018/2019 to 15.5 (± 3.7) in 2019/2020 (p < 0.001). Moreover, there was a higher percentage of classifications between 18 and 20 in 2019/2020 compared to 2018/2019 (40.5% vs 22.3%). 4. Discussion This study demonstrated the impact of the introduction of short videos as a complement to the existing written support materials in the H&E classes of a medical course. The results demonstrated that the students perceived a clear benefit from the implementation of educational videos. The inclusion of digital technology in medical education can be an attractive complement or alternative to traditional, lecture-based teaching (Felszeghy et al., 2019 ; Grainger et al., 2021 ; Topping, 2014 ). Specifically, video-based learning provides a flexible study mechanism, allowing students to learn independently and transforming practical class time into a more student-centred activity (Ang et al., 2017 ; Baldwin et al., 2016 ; Dong & Goh, 2015 ; Ramlogan, Raman, & Sweet, 2014 ; Weeks & Horan, 2013 ). Until 2019, the only study materials available for H&E practical classes were written PDFs with microscopic images and accompanying legends. Based on the different learning styles of students and evidence suggesting that providing diverse teaching materials benefits them, the previously available resources likely catered primarily to students who preferred reading or visual learning styles. However, these materials may have been less effective for those who favored auditory or kinesthetic learning approaches. In fact, it is well-established that both visual and auditory inputs are crucial in shaping learning preferences, as studies have shown that medical students exhibit a wide range of learning styles (Dervan, 1992 ; Dong & Goh, 2015 ; Strkalj et al., 2018 ). Consistent with VARK learning preferences of our medical students, the present approach reinforces the need to provide support materials for aural and kinaesthetic students as well. Consequently, we now offer students the opportunity to create their own videos during practical classes, under our supervision, to enhance engagement. It is imperative for professors understand the new generations and their interaction with technology and knowledge acquisition to motivate active participation in classes (Brame, 2016 ; Ravat, Barnard-Ashton, & Keller, 2021 ; Xie, 2021 ). These videos aim to closely approximate the reality of microscopic observation, and enhance student engagement in H&E, thereby increasing attention to important visual information (Brame, 2016 ; Grainger et al., 2021 ; Johnson et al., 2015 ; Weeks & Horan, 2013 ). Moreover, students today often use short video-sharing social networking platforms to communicate and share information about medical education (Comp, Dyer, & Gottlieb, 2021 ). Interestingly, our study revealed that 100% of the students fully agreed or agreed that the audiovisual material helps in studying for assessments. Furthermore, there was a clear increase in the grades of the students exams after the introduction of the short videos. While the improvement in academic performance is multifactorial, the introduction of short in H&E classes improved student´s satisfaction and improved their performance. This pedagogical tool allows students to review the videos as many times as needed, making them flexible tools that enable learning at their own pace (Strkalj et al., 2018 ). Regarding the best platform to deliver the videos, our videos were available both at the Moodle platform, a learning management system (Altinpulluk & Kesim, 2021 ), and on a YouTube® channel. Our study shows that the average number of views was higher on Moodle than on Youtube®, making Moodle the preferred video transmission platform for students. This preference is likely due to Moodle being the main platform for teaching and learning in our institution, where the videos are associated with the respective theoretical and practical classes support materials provided to students. Furthermore, students appreciated the better organization of the content on Moodle and the absence of distractions such as advertisements and comments that are common on YouTube®. The issue of the distraction in higher education due to the use of digital technologies, namely those that are not exclusively devoted to teaching, has been evaluated (Pérez-Juárez, González-Ortega, & Aguiar-Pérez, 2023 ). Nevertheless, we should not devalue the importance of the YouTube® as an educational source among undergraduate medical students (Barry et al., 2016 ; Curran et al., 2020 ; Jaffar, 2012 ). In H&E classes, the benefits of YouTube® included the ability for students to create playlists and the broader dissemination of the audiovisual material for those without access to the institutional platform Moodle. In this context, and since the videos were narrated in Portuguese, they are also an important tool for partnerships with portuguese-speaking countries, namely those that have some challenges in the access to medical histology slides. Our medical school receives an important contingent of students from those countries and is open to establish protocols with countries such as Mozambique, Guinea Bissau and East Timor, to provide pedagogical materials using tools such as those collected with high quality microscopes. The role of our medical students in these sort of colaborative projects is important and may even benefit their own performance.The shift from traditional lecture-based teaching to a more student-centered active learning seems to have boosted students’ satisfaction and performance (Brame, 2016 ; Dervan, 1992 ; Dong & Goh, 2015 ; Evans et al., 2016 ; Felszeghy et al., 2019 ; Gould et al., 2008 ; Kelly et al., 2009 ; Strkalj et al., 2018 ). The next step is to involve students in active learning by allowing them to create their own audiovisual material during practical classes, where they usually use light microscopes. This approach takes advantage of the new generation’s excellent skills in this area and is particularly beneficial for kinaesthetic learners. It will also encourage peer collaboration and make learning more enjoyable, improving the emotional component, and, consequently, increasing motivation for knowledge acquisition. The material should be scrutinized by the teachers in order to evaluate its accuracy and quality and the best videos can be provided to all our students and also gratefully provided in colaborative projects with universities that do not have access to microscopes to observe human histologic material. Following current pedagogic recommendations, and considering that students’ attention spans allow only a limited amount of information to be effectively processed (Moreno, 2007 ), most videos are less than 3 minutes (an average of 2 min and 18 sec). In practice, short videos are crucial to keep students' attention, as they are better accepted, and associated with higher satisfaction levels (Dong & Goh, 2015 ). This approach enhances the understanding of basic science, as demonstrated in the results of this and previous studies (Bordes et al., 2021 ; Stockwell, Stockwell, Cennamo, & Jiang, 2015 ; Strkalj et al., 2018 ). Although the audiovisual material was introduced in 2019, before the COVID-19 pandemic, it proved to be unquestionably helpful during the sudden transition from face-to-face to virtual classes due to the forced lockdown From March to July 2020, students had to stay at home without access to light microscopes, and the availability of these short videos was crucial for their understanding of H&E and the acquisition of basic concepts, particularly during the initial phase of the lockdown. Nevertheless, it is important to emphasize that the individual contact with light microscopes in H&E teaching should not be replaced by exclusive reliance on short videos. Instead, these videos should serve as a complement. The hands-on search and observation of various tissues and organ components, noting their similarities and differences among distinct histological preparations, is a vital aspect of medical training that technology cannot fully replicate. Finally, in alignment with the educational recommendations (Maity et al., 2023 ) and to support independent study at home, we have incorporated a virtual microscope into our courses. Although it currently provides only one same slide per sample (lacking the diversity of serial slides from the same histological sample), students have responded positively, finding it beneficial for their learning despite this limitation. Additionally, the brief instructional videos discussed here serve as a helpful guide for students as they navigate this digital tool. 4.1 – Limitations The short questionnaire provided a few but very important results. The questions were carefully selected to retrieve the most important information while ensuring the highest response rate. Additionally, open-ended questions were included for those who wished to provide more detailed feedback. However, this study was conducted at only one institution, so the results may not be generalizable. Noteworthy, the comparison of students’ grades was limited to the academic year before the short videos were available versus the 2019/2020 academic year when the short videos were implemented. Since student grades are influenced by numerous factors, this simple comparison may introduce bias. While the VARK survey is a useful tool for identifying learning preferences, it has limitations. The survey covers only four learning styles and is inherently subjective, so its results should be interpreted with caution. There is also a controversy about the validity of VARK-type instruments. Despite these limitations, we believe our results are valuable and contribute to improving teaching at our faculty and also in collaborative projects with other universities that have portuguese as their native language 5. Conclusions Based on the results of this study, we concluded that combining written and audiovisual support materials for teaching and studying is highly beneficial. This approach improved students' performance and catered to almost all types of VARK-based learning preferences. The results demonstrated that this methodology is well-suited for the current generation of students, aiding not only in class preparation but also in studying for assessments. Additionally, it proved to be a valuable resource for virtual classes. Furthermore, it should be noted that short videos may be also useful in medical and other healthcare courses for several subjects other than H&E, namely Cell Biology and Biopathology. The study concludes with recommendations for incorporating video-based learning into healthcare curricula to maximize educational benefits and prepare students for practical, real-world scenarios. Declarations Acknowledgement : To the participants of this study. Data availability statement : The data that support the findings of this study are available from the corresponding author, D.H.P., upon reasonable request. Funding statement : This research received no external funding. Conflict of interest disclosure : The authors declare no conflicts of interest. Ethics approval statement : This study was approved by the Ethics and Research Committee of the São João Hospital (protocol number CE 38-2020). Permission to reproduce material from other sources : No permission needed. References Altinpulluk, H., & Kesim, M. (2021). A systematic review of the tendencies in the use of learning management systems. Turkish Online Journal of Distance Education, 22 (3), 40-54. Ang, E.-T., Talib, S. N. B. A., Samarasekera, D., Thong, M., & Charn, T. C. (2017). Using video in medical education: What it takes to succeed. TAPS, 2 (3), 15-21. Baldwin, A. C., Mallidi, H. R., Baldwin, J. C., Sandoval, E., Cohn, W. E., Frazier, O. H., & Singh, S. K. (2016). Through the Looking Glass: Real-Time Video Using 'Smart' Technology Provides Enhanced Intraoperative Logistics. 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Eur J Dent Educ, 18 (1), 31-38. doi:10.1111/eje.12053 Ravat, S., Barnard-Ashton, P., & Keller, M. M. (2021). Blended teaching versus traditional teaching for undergraduate physiotherapy students at the University of the Witwatersrand. S Afr J Physiother, 77 (1), 1544. doi:10.4102/sajp.v77i1.1544 Stockwell, B. R., Stockwell, M. S., Cennamo, M., & Jiang, E. (2015). Blended Learning Improves Science Education. Cell, 162 (5), 933-936. doi:10.1016/j.cell.2015.08.009 Strkalj, G., Hulme, A., El-Haddad, J., Luo, K., Crafford, D., & Rampe, M. (2018). Students' Perceptions and Usage of Short Anatomy Videos: A Preliminary Study. International Journal of Morphology, 36 (2). Topping, D. B. (2014). Gross anatomy videos: student satisfaction, usage, and effect on student performance in a condensed curriculum. Anat Sci Educ, 7 (4), 273-279. doi:10.1002/ase.1405 Veeraraghavan, R., & Silverstein, J. (2021). Microscopes in Education: Unlocking Unseen Worlds and Undreamed-of Futures. Microscopy Today, 29 (2), 48-51. doi:10.1017/S1551929521000493 Weeks, B. K., & Horan, S. A. (2013). A video-based learning activity is effective for preparing physiotherapy students for practical examinations. Physiotherapy, 99 (4), 292-297. doi:10.1016/j.physio.2013.02.002 Xie, J. (2021). The Effects of Boredom on EFL Learners' Engagement. Front Psychol, 12 , 743313. doi:10.3389/fpsyg.2021.743313 Yamada, S., Uwabe, C., Nakatsu-Komatsu, T., Minekura, Y., Iwakura, M., Motoki, T., . . . Shiota, K. (2006). Graphic and movie illustrations of human prenatal development and their application to embryological education based on the human embryo specimens in the Kyoto collection. Dev Dyn, 235 (2), 468-477. doi:10.1002/dvdy.20647 Yeung, A. W. K., Tosevska, A., Klager, E., Eibensteiner, F., Tsagkaris, C., Parvanov, E. D., . . . Atanasov, A. G. (2022). Medical and Health-Related Misinformation on Social Media: Bibliometric Study of the Scientific Literature. J Med Internet Res, 24 (1), e28152. doi:10.2196/28152 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5966553","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":411612835,"identity":"e6437869-8457-46a6-b776-26d3120e58c3","order_by":0,"name":"Daniel Humberto Pozza","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAuklEQVRIiWNgGAWjYDCCGxBKDkQceECKFmOwlgRStCQ2gEiitPDd7j348Mcfu/T5YYcfAm2xk9NtIKBF8s65ZAMJnuTcjbfTDIBako3NDhDQYnAjx0zCQII5d+PsBJCWA4nbiNKSYFCfbjg7/QMJWg4kHE6Ql84h0hbJG3nJhg0HjhtukM4pOJBgQIRf+G7kgkKsWl5+dvrmDx8q7OQIamFg4IG6EKzSgKByJC3yDUSpHgWjYBSMgpEIAPwoSJ0FBH87AAAAAElFTkSuQmCC","orcid":"","institution":"Experimental Biology Unit, Department of Biomedicine, Faculty of Medicine of Porto, University of Porto, 4200-319 Porto, Portugal; Institute for Research and Innovation in Health and IBMC, University of Porto, 4200-135 Porto, Portugal.","correspondingAuthor":true,"prefix":"","firstName":"Daniel","middleName":"Humberto","lastName":"Pozza","suffix":""},{"id":411612836,"identity":"3bd80efe-03b6-4783-b4e1-7b11624bd4d9","order_by":1,"name":"Fani Lourença Neto","email":"","orcid":"","institution":"Experimental Biology Unit, Department of Biomedicine, Faculty of Medicine of Porto, University of Porto, 4200-319 Porto, Portugal; Institute for Research and Innovation in Health and IBMC, University of Porto, 4200-135 Porto, Portugal","correspondingAuthor":false,"prefix":"","firstName":"Fani","middleName":"Lourença","lastName":"Neto","suffix":""},{"id":411612837,"identity":"88e3b0e4-e8bf-4424-8326-9f2f26318dbd","order_by":2,"name":"José Tiago Costa-Pereira","email":"","orcid":"","institution":"Experimental Biology Unit, Department of Biomedicine, Faculty of Medicine of Porto, University of Porto, 4200-319 Porto, Portugal; Faculty of Nutrition and Food Sciences, University of Porto, Portugal. Institute for Research and Innovation in Health and IBMC, University of Porto, 4200-135 Porto, Portugal","correspondingAuthor":false,"prefix":"","firstName":"José","middleName":"Tiago","lastName":"Costa-Pereira","suffix":""},{"id":411612838,"identity":"ffc03025-18e7-4fa1-b0ff-05d75e321ae8","order_by":3,"name":"Isaura Tavares","email":"","orcid":"","institution":"Experimental Biology Unit, Department of Biomedicine, Faculty of Medicine of Porto, University of Porto, 4200-319 Porto, Portugal; Institute for Research and Innovation in Health and IBMC, University of Porto, 4200-135 Porto, Portugal.","correspondingAuthor":false,"prefix":"","firstName":"Isaura","middleName":"","lastName":"Tavares","suffix":""}],"badges":[],"createdAt":"2025-02-05 14:29:52","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5966553/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5966553/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":75589680,"identity":"1ae0320f-2531-424a-bfcb-05712d41d57b","added_by":"auto","created_at":"2025-02-06 06:57:29","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":22652,"visible":true,"origin":"","legend":"\u003cp\u003ePlatform preference to watch videos.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5966553/v1/11aad94ee0574eba059ff831.png"},{"id":75588261,"identity":"8de13133-ee0b-428d-afa5-628e9c7374d0","added_by":"auto","created_at":"2025-02-06 06:49:29","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":32587,"visible":true,"origin":"","legend":"\u003cp\u003eVARK survey predominance.\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5966553/v1/247501ba113754bfb39646b5.png"},{"id":75590283,"identity":"b5cd181f-1515-4e20-a12a-70d2ef3ab887","added_by":"auto","created_at":"2025-02-06 07:05:34","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":560933,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5966553/v1/5f344740-f004-4fe0-8502-209287be5264.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eMedical education: is the reel a good deal?\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThere is a tendency to move from written search (E.g. google) to video based information access (E.g. TikTok). Health-related information shared via social media is often presented in short videos. However, since most platforms lack content regulation, expert scientific oversight for peer-reviewing health information, medical information shared in this format can spread misinformation. Additionaly most of the videos in platagforms like TikTok and Instagram may be hard to find and archive (Yeung et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Non-physicians frequently share medical advice on the platforms, often presenting treatments that lack strong supporting evidence (Hong et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Therefore, medical content produced by professors and physicians is essential for providing reliable information. Considering that TikTok health-related videos tend to be very poor, often lack thorough citations and detailed discussions of risks and benefits, health care providers might consider creating their own short videos to share accurate insights and reach a broader audience (Bethell, Anastasio, Adu-Kwarteng, Tabarestani, \u0026amp; Lau, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe microscope is an indispensable tool in several fields of education, namely in medical and biology education. The microscope provides the students with a crucial look of cells and tissues, the building blocks of life. In medical education, the microscope also allows to study the pathological changes that occur in various diseases. By examining biological specimens, namely biopsies of normal and pathologic human tissue under the microscope, medical students may develop a deep appreciation for the intricate details of cell biology, histology and physiology, along with biopathology. This visual understanding of the cells and tissues is essential for accurate diagnosis and treatment (Ishak, AlRawashdeh, Meletiou-Mavrotheris, \u0026amp; Nikas, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Maity et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Veeraraghavan \u0026amp; Silverstein, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn spite of its importance, there are several challenges in using microscopes for teaching and learning, namely because the student\u0026acute;s skills are essential for interpreting the images obtained from the microscope. University students are frequently unexperienced in the use of the microscope, which can lead to difficulties in identifying structures and distinguishing between artifacts and real elements. In the context of teaching Histology and Embryology (H\u0026amp;E) to medical students we testified some of those limitations with our medical students. Theoretical teaching of H\u0026amp;E is focused on the characterisation and study of the components of the main tissues and organs of the body, as well as the main stages of prenatal development. This knowledge is ideally reinforced and solidified with practical knowledge acquired by microscopic observation of the main cellular and extracellular components and features of tissues and organs. Probably due to the importance of microscopic observation to understand the topics under study, H\u0026amp;E are often perceived as abstract subjects and students sometimes fail to connect the theoretical concepts with the practical knowledge (Carneiro, Pozza, \u0026amp; Tavares, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Moreover, students fail to figure out the importance of learning and understanding normal structures and their development during embryonic period, as well as their relationship to the body\u0026rsquo;s physiological functions (Hamilton \u0026amp; Carachi, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Johnson, Purkiss, Holaday, Selvig, \u0026amp; Hortsch, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Yamada et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). This has led to implement strategies based on new technology complementing the traditional teaching and enhancing the student\u0026rsquo;s engagement in the learning process (Grainger, Liu, \u0026amp; Geertshuis, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Johnson et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Weeks \u0026amp; Horan, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), namely using digital resources.\u003c/p\u003e \u003cp\u003eThe introduction of digital resources in medical education has been discussed and progressively integrated in the traditional curricula by different academic institutions (Felszeghy et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Greenhalgh, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). These new technologies are powerful tools that may increase student knowledge, foster critical thinking, and improve academic performance (Felszeghy et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Gould, Terrell, \u0026amp; Fleming, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Kelly, Lyng, McGrath, \u0026amp; Cannon, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Videos seem to be a promising technology for autonomous and active learning, and their use has increased exponentially in medical education (Balslev, de Grave, Muijtjens, \u0026amp; Scherpbier, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Bordes, Walker, Modica, Buckland, \u0026amp; Sobering, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Brame, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Prober \u0026amp; Khan, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Weeks \u0026amp; Horan, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Students often use video or video-sharing online platforms to effectively enhance gross anatomy knowledge and increase their learning (Ang, Talib, Samarasekera, Thong, \u0026amp; Charn, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Barry et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Jaffar, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Video-based learning has the potential to shift traditional lecture-based teaching towards more autonomous activities of the students, resulting in higher satisfaction, improvement of student\u0026acute;s performance and greater engagement (Brame, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Dervan, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1992\u003c/span\u003e; Evans et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Strkalj et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Additionally, video offer medical students the flexibility to study at their own pace (Dong \u0026amp; Goh, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Regarding the optimal duration of the videos, several studies have shown that short videos, rather than long ones, are better received and more effective at maintaining students\u0026rsquo; attention, leading to higher satisfaction and improved content integration in basic science education within medical courses (Bordes et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Dong \u0026amp; Goh, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Strkalj et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). At the Faculty of Medicine of the University of Porto (FMUP), the second\u0026acute;s largest medical school in Portugal, the H\u0026amp;E courses are present in two semesters of the the Integrated Masters in Medicine. Teaching of H\u0026amp;E includes a strong component of theorico-practical classes where students discuss theorical concepts previously available followed by the observation of histological and embryological slides guided by written material. The teaching approach complements and reinforces the theoretical component. A series of short, narrated videos showcasing various histological, and some embryological preparations were created and made available to students, covering several contents of H\u0026amp;E. We hypothesised that adding short videos to the existing written support material would improve the students\u0026rsquo; understanding and study of the practical component, thereby improving their theoretical comprehension and the final grades in the H\u0026amp;E courses\u003c/p\u003e \u003cp\u003eTherefore, the objective of this study was to evaluate the impact of short videos on student satisfaction and performance outcomes, as well as their perception of the videos\u0026rsquo; usefulness in preparing for practical classes and understanding the curriculum content. As secondary objectives, we also assessed students\u0026rsquo; preferences for delivery platforms, and their predominant learning styles.\u003c/p\u003e"},{"header":"2. Materials and Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Study design and data collection\u003c/h2\u003e \u003cp\u003eThis study was approved by the Ethics and Research Committee of the S\u0026atilde;o Jo\u0026atilde;o Hospital (protocol number CE 38-2020). During the year 2019/20, the students had access to short videos, as described below. Data collection started on February 17th and ended on March 13, 2020. A cross-sectional survey was conducted using anonymous printed questionnaires distributed by the FMUP professors. The questionnaires did not record any identification data, and participation was voluntary.\u003c/p\u003e \u003cp\u003eThe methodology of data acquisition followed the self-administered questionnaire without any intervention of the authors or any specific person. The questionnaires did not contain any identifying information about the participants to ensure confidentiality. Only fully filled questionnaires were included for the data analysis. The inclusion criteria comprised only students from FMUP attending H\u0026amp;E classes, who were 18 years or older, who understood and agreed to participate anonymously in the study. The participation required signing an informed consent form, which was stored separately from the questionnaire. A numerical correspondent number was used on both instruments to handle any potential withdrawal from the study.\u003c/p\u003e \u003cp\u003eThe questionnaires included eight multiple-choice questions for those who had watched the short videos and one open-ended question for those that did not watch the videos (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). There were 65 short videos at that moment, lasting for 2 minutes and 18 seconds in average, available in Moodle and YouTube\u0026reg; that began to be recorded in October 2019.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eQuestionnaire\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"1\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. If you have watched the histology and embryology videos (if not, go to n\u0026ordm; 2):\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.1 - Is the content adequate? Yes or no and why?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.2 - Is the format suitable? Yes or no and why?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.3 - Did the videos help to better understand histology and embryology (Likert scale)?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.4 - Did the videos help you in your studies for the exams (Likert scale)?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.5 - Are the videos useful for preparing practical lessons (Likert scale)?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.6 \u0026ndash; Do you prefer to watch the videos on Moodle or on Youtube? Justify your choice.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.7 - What support material for practical classes did you use the most to study: pdf of the practical class / video of the practical class / both: pdf\u0026thinsp;+\u0026thinsp;video of the practical class?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.8 - What support material for practical classes do you prefer: pdf of the practical class / video of the practical class / both: pdf\u0026thinsp;+\u0026thinsp;video of the practical class?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. If you haven't seen any of the videos, please tell us why?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Values of VARK (\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://vark-learn.com/questionario-vark-2\u003c/span\u003e\u003cspan address=\"https://vark-learn.com/questionario-vark-2\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e): 3.1. Visual? 3.2. Read/Write? 3.3. Aural? 3.4. Kinesthetic?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe questionnaire was developed based on previous studies (Gould et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Strkalj et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Topping, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Weeks \u0026amp; Horan, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Additionally, the VARK questionnaire (Leite, Svinicki, \u0026amp; Shi, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) was included to provide some information about students\u0026rsquo; learning preferences. Before being distributed, the questionnaires were piloted with five faculty members to ensure clarity. To avoid misinterpretations, the questionnaires were provided only in Portuguese. Finally, the students\u0026rsquo; grades, without any identification data, were used to compare the performance with the previous academic year, when the short videos were still unavailable.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Data analysis\u003c/h2\u003e \u003cp\u003eThe data obtained from the questionnaires were analysed using the IBM\u0026reg; SPSS\u0026reg; Statistics software version 27. For a margin of error of 5% and a confidence level of 95% (Z-value of 1.96), the minimum sample size required was 169 students. Descriptive statistics were used to summarise the demographic characteristics of the sample and the frequency of responses. The Chi-square test was used to make comparisons among categorical variables, and means were compared using the Mann-Whitney test. The open-ended question was qualitatively analysed and summarised by two researchers with the Kappa test, which is used to verify concordance.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003eTwo hundred and sixty-four students answered the questionnaire, representing 75.5% of the students attending H\u0026amp;E classes at that time. Most of the respondents (97.3%) had visualized the short videos. Seven students (2.7%) who answered the questionnaire but did not view the videos reported the following reasons: not knowing about the videos\u0026rsquo; existence (4 students), not find the videos necessary for studying H\u0026amp;E (2 students) or being engaged with the study of other subjects of the medical course (1 student). The mean number of visualizations (min-max) in Moodle was 614\u0026thinsp;\u0026plusmn;\u0026thinsp;103 (434\u0026ndash;1043), and in YouTube\u0026reg; it was 272\u0026thinsp;\u0026plusmn;\u0026thinsp;131(82\u0026ndash;615) per video.\u003c/p\u003e\n \u003cp\u003eAll participants (100%) reported that the content was adequate for the classes. The main reasons highlighted in the open-ended question were grouped as follows: 51.6% considered that the short videos helped them better understand the practical content of the classes, and 48.4% believed that the short videos helped them consolidate and remember the practical content, facilitating the exam preparation. Additionally, 99.6% of respondents reported that the format of the videos was suitable for the following reasons: it facilitated the study (69.6%), presented good quality of audiovisual content (15.2%), was innovative, complete, concise, short and/or adequate (11.6%) or was better than other formats such as printed information (2.9%). Furthermore, 99.6% fully agreed or agreed that the videos helped them better understand the contents of H\u0026amp;E, with No participants disagreeing or fully disagreeing. Similarly, 100% fully agreed or agreed that the audiovisual material helped in studying for assessments (Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e).\u0026nbsp;\u003c/p\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eSummary of the multiple-choice questions (n\u0026thinsp;=\u0026thinsp;264)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eQuestion\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u0026ordm; of answers (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.Videos helped to better understand H\u0026amp;E\u003c/p\u003e\n \u003cp\u003eFully disagree\u003c/p\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003cp\u003eDon\u0026rsquo;t agree neither disagree\u003c/p\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003cp\u003eFully agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e2 (0.8)\u003c/p\u003e\n \u003cp\u003e1 (0.4)\u003c/p\u003e\n \u003cp\u003e19 (7.6)\u003c/p\u003e\n \u003cp\u003e45 (17.9)\u003c/p\u003e\n \u003cp\u003e184 (73.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2. Videos are useful for class preparation\u003c/p\u003e\n \u003cp\u003eFully disagree\u003c/p\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003cp\u003eDon\u0026rsquo;t agree neither disagree\u003c/p\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003cp\u003eFully agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003cp\u003e20 (7.8)\u003c/p\u003e\n \u003cp\u003e237 (92.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3. Videos helped for preparation of the evaluation\u003c/p\u003e\n \u003cp\u003eFully disagree\u003c/p\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003cp\u003eDon\u0026rsquo;t agree neither disagree\u003c/p\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003cp\u003eFully agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003cp\u003e1 (0.4)\u003c/p\u003e\n \u003cp\u003e32 (12.5)\u003c/p\u003e\n \u003cp\u003e224 (87.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eLegend: N\u0026ordm; - number, H\u0026amp;E - histology and embryology. Missing cases were not included in the analisys.\u003c/p\u003e\n\u003cp\u003eRegarding the use of audiovisual material for the preparation of practical classes, 91.2% of students fully agreed or agreed that it was helpful, while only 1.2% disagreed or completely disagreed (Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eFor the platform preference for watching short videos, 75.3% preferred Moodle, and 6.7% preferred both options (Moodle and YouTube\u0026reg;) (Fig. \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e). The main reasons for preferring Moodle were its ease of access and use (53.7%), good organisation (28.0%), and the absence of distractions, such as other videos and advertising that happens exclusively on YouTube (7.9%).\u003c/p\u003e\n\u003cp\u003eMost students (84.0%) used the existing PDF support material in conjugation with the new audiovisual material to study. Likewise, the vast majority (83.1%) reported preferring combined support materials.\u003c/p\u003e\n\u003cp\u003eIn the VARK survey, most respondents (37.2%) presented an aural preference, followed by a kinaesthetic (30.7%), visual (21.2%) and reading/writing (10.8%) preferences (Fig. \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eFinally, there was an improvement in the final scores. In a scale of 0\u0026ndash;20, where 0 is the lowest score and 20 is the highest, the mean score increased from 12.9 (\u0026plusmn;\u0026thinsp;4.8) in 2018/2019 to 15.5 (\u0026plusmn;\u0026thinsp;3.7) in 2019/2020 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Moreover, there was a higher percentage of classifications between 18 and 20 in 2019/2020 compared to 2018/2019 (40.5% vs 22.3%).\u003c/p\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThis study demonstrated the impact of the introduction of short videos as a complement to the existing written support materials in the H\u0026amp;E classes of a medical course. The results demonstrated that the students perceived a clear benefit from the implementation of educational videos. The inclusion of digital technology in medical education can be an attractive complement or alternative to traditional, lecture-based teaching (Felszeghy et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Grainger et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Topping, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Specifically, video-based learning provides a flexible study mechanism, allowing students to learn independently and transforming practical class time into a more student-centred activity (Ang et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Baldwin et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Dong \u0026amp; Goh, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Ramlogan, Raman, \u0026amp; Sweet, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Weeks \u0026amp; Horan, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eUntil 2019, the only study materials available for H\u0026amp;E practical classes were written PDFs with microscopic images and accompanying legends. Based on the different learning styles of students and evidence suggesting that providing diverse teaching materials benefits them, the previously available resources likely catered primarily to students who preferred reading or visual learning styles. However, these materials may have been less effective for those who favored auditory or kinesthetic learning approaches. In fact, it is well-established that both visual and auditory inputs are crucial in shaping learning preferences, as studies have shown that medical students exhibit a wide range of learning styles (Dervan, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1992\u003c/span\u003e; Dong \u0026amp; Goh, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Strkalj et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Consistent with VARK learning preferences of our medical students, the present approach reinforces the need to provide support materials for aural and kinaesthetic students as well.\u003c/p\u003e \u003cp\u003eConsequently, we now offer students the opportunity to create their own videos during practical classes, under our supervision, to enhance engagement. It is imperative for professors understand the new generations and their interaction with technology and knowledge acquisition to motivate active participation in classes (Brame, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Ravat, Barnard-Ashton, \u0026amp; Keller, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Xie, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These videos aim to closely approximate the reality of microscopic observation, and enhance student engagement in H\u0026amp;E, thereby increasing attention to important visual information (Brame, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Grainger et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Johnson et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Weeks \u0026amp; Horan, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Moreover, students today often use short video-sharing social networking platforms to communicate and share information about medical education (Comp, Dyer, \u0026amp; Gottlieb, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eInterestingly, our study revealed that 100% of the students fully agreed or agreed that the audiovisual material helps in studying for assessments. Furthermore, there was a clear increase in the grades of the students exams after the introduction of the short videos. While the improvement in academic performance is multifactorial, the introduction of short in H\u0026amp;E classes improved student\u0026acute;s satisfaction and improved their performance. This pedagogical tool allows students to review the videos as many times as needed, making them flexible tools that enable learning at their own pace (Strkalj et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eRegarding the best platform to deliver the videos, our videos were available both at the Moodle platform, a learning management system (Altinpulluk \u0026amp; Kesim, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and on a YouTube\u0026reg; channel. Our study shows that the average number of views was higher on Moodle than on Youtube\u0026reg;, making Moodle the preferred video transmission platform for students. This preference is likely due to Moodle being the main platform for teaching and learning in our institution, where the videos are associated with the respective theoretical and practical classes support materials provided to students. Furthermore, students appreciated the better organization of the content on Moodle and the absence of distractions such as advertisements and comments that are common on YouTube\u0026reg;. The issue of the distraction in higher education due to the use of digital technologies, namely those that are not exclusively devoted to teaching, has been evaluated (P\u0026eacute;rez-Ju\u0026aacute;rez, Gonz\u0026aacute;lez-Ortega, \u0026amp; Aguiar-P\u0026eacute;rez, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Nevertheless, we should not devalue the importance of the YouTube\u0026reg; as an educational source among undergraduate medical students (Barry et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Curran et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Jaffar, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). In H\u0026amp;E classes, the benefits of YouTube\u0026reg; included the ability for students to create playlists and the broader dissemination of the audiovisual material for those without access to the institutional platform Moodle. In this context, and since the videos were narrated in Portuguese, they are also an important tool for partnerships with portuguese-speaking countries, namely those that have some challenges in the access to medical histology slides. Our medical school receives an important contingent of students from those countries and is open to establish protocols with countries such as Mozambique, Guinea Bissau and East Timor, to provide pedagogical materials using tools such as those collected with high quality microscopes. The role of our medical students in these sort of colaborative projects is important and may even benefit their own performance.The shift from traditional lecture-based teaching to a more student-centered active learning seems to have boosted students\u0026rsquo; satisfaction and performance (Brame, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Dervan, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1992\u003c/span\u003e; Dong \u0026amp; Goh, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Evans et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Felszeghy et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Gould et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Kelly et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Strkalj et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The next step is to involve students in active learning by allowing them to create their own audiovisual material during practical classes, where they usually use light microscopes. This approach takes advantage of the new generation\u0026rsquo;s excellent skills in this area and is particularly beneficial for kinaesthetic learners. It will also encourage peer collaboration and make learning more enjoyable, improving the emotional component, and, consequently, increasing motivation for knowledge acquisition. The material should be scrutinized by the teachers in order to evaluate its accuracy and quality and the best videos can be provided to all our students and also gratefully provided in colaborative projects with universities that do not have access to microscopes to observe human histologic material.\u003c/p\u003e \u003cp\u003eFollowing current pedagogic recommendations, and considering that students\u0026rsquo; attention spans allow only a limited amount of information to be effectively processed (Moreno, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), most videos are less than 3 minutes (an average of 2 min and 18 sec). In practice, short videos are crucial to keep students' attention, as they are better accepted, and associated with higher satisfaction levels (Dong \u0026amp; Goh, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This approach enhances the understanding of basic science, as demonstrated in the results of this and previous studies (Bordes et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Stockwell, Stockwell, Cennamo, \u0026amp; Jiang, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Strkalj et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAlthough the audiovisual material was introduced in 2019, before the COVID-19 pandemic, it proved to be unquestionably helpful during the sudden transition from face-to-face to virtual classes due to the forced lockdown From March to July 2020, students had to stay at home without access to light microscopes, and the availability of these short videos was crucial for their understanding of H\u0026amp;E and the acquisition of basic concepts, particularly during the initial phase of the lockdown. Nevertheless, it is important to emphasize that the individual contact with light microscopes in H\u0026amp;E teaching should not be replaced by exclusive reliance on short videos. Instead, these videos should serve as a complement. The hands-on search and observation of various tissues and organ components, noting their similarities and differences among distinct histological preparations, is a vital aspect of medical training that technology cannot fully replicate.\u003c/p\u003e \u003cp\u003eFinally, in alignment with the educational recommendations (Maity et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and to support independent study at home, we have incorporated a virtual microscope into our courses. Although it currently provides only one same slide per sample (lacking the diversity of serial slides from the same histological sample), students have responded positively, finding it beneficial for their learning despite this limitation. Additionally, the brief instructional videos discussed here serve as a helpful guide for students as they navigate this digital tool.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e4.1 \u0026ndash; Limitations\u003c/h2\u003e \u003cp\u003eThe short questionnaire provided a few but very important results. The questions were carefully selected to retrieve the most important information while ensuring the highest response rate. Additionally, open-ended questions were included for those who wished to provide more detailed feedback. However, this study was conducted at only one institution, so the results may not be generalizable. Noteworthy, the comparison of students\u0026rsquo; grades was limited to the academic year before the short videos were available versus the 2019/2020 academic year when the short videos were implemented. Since student grades are influenced by numerous factors, this simple comparison may introduce bias. While the VARK survey is a useful tool for identifying learning preferences, it has limitations. The survey covers only four learning styles and is inherently subjective, so its results should be interpreted with caution. There is also a controversy about the validity of VARK-type instruments. Despite these limitations, we believe our results are valuable and contribute to improving teaching at our faculty and also in collaborative projects with other universities that have portuguese as their native language\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Conclusions","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eBased on the results of this study, we concluded that combining written and audiovisual support materials for teaching and studying is highly beneficial. This approach improved students' performance and catered to almost all types of VARK-based learning preferences. The results demonstrated that this methodology is well-suited for the current generation of students, aiding not only in class preparation but also in studying for assessments. Additionally, it proved to be a valuable resource for virtual classes. Furthermore, it should be noted that short videos may be also useful in medical and other healthcare courses for several subjects other than H\u0026amp;E, namely Cell Biology and Biopathology. The study concludes with recommendations for incorporating video-based learning into healthcare curricula to maximize educational benefits and prepare students for practical, real-world scenarios.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgement\u003c/strong\u003e: To the participants of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u003c/strong\u003e: The data that support the findings of this study are available from the corresponding author, D.H.P., upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding statement\u003c/strong\u003e: This research received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest disclosure\u003c/strong\u003e: The authors declare no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval statement\u003c/strong\u003e:\u0026nbsp;This study was approved by the Ethics and Research Committee of the S\u0026atilde;o Jo\u0026atilde;o Hospital (protocol number CE 38-2020).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePermission to reproduce material from other sources\u003c/strong\u003e: No permission needed.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAltinpulluk, H., \u0026amp; Kesim, M. (2021). A systematic review of the tendencies in the use of learning management systems. \u003cem\u003eTurkish Online Journal of Distance Education, 22\u003c/em\u003e(3), 40-54.\u003c/li\u003e\n\u003cli\u003eAng, E.-T., Talib, S. N. B. A., Samarasekera, D., Thong, M., \u0026amp; Charn, T. C. (2017). Using video in medical education: What it takes to succeed. \u003cem\u003eTAPS, 2\u003c/em\u003e(3), 15-21.\u003c/li\u003e\n\u003cli\u003eBaldwin, A. C., Mallidi, H. R., Baldwin, J. C., Sandoval, E., Cohn, W. E., Frazier, O. H., \u0026amp; Singh, S. K. (2016). Through the Looking Glass: Real-Time Video Using \u0026apos;Smart\u0026apos; Technology Provides Enhanced Intraoperative Logistics. \u003cem\u003eWorld J Surg, 40\u003c/em\u003e(1), 242-244. doi:10.1007/s00268-015-3235-x\u003c/li\u003e\n\u003cli\u003eBalslev, T., de Grave, W. S., Muijtjens, A. M., \u0026amp; Scherpbier, A. J. (2005). 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Towards the optimal use of video recordings to support the flipped classroom in medical school basic sciences education. \u003cem\u003eMed Educ Online, 26\u003c/em\u003e(1), 1841406. doi:10.1080/10872981.2020.1841406\u003c/li\u003e\n\u003cli\u003eBrame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. \u003cem\u003eCBE Life Sci Educ, 15\u003c/em\u003e(4). doi:10.1187/cbe.16-03-0125\u003c/li\u003e\n\u003cli\u003eCarneiro, B. D., Pozza, D. H., \u0026amp; Tavares, I. (2023). Perceptions of medical students towards the role of histology and embryology during curricular review. \u003cem\u003eBMC Med Educ, 23\u003c/em\u003e(1), 74. doi:10.1186/s12909-023-04019-4\u003c/li\u003e\n\u003cli\u003eComp, G., Dyer, S., \u0026amp; Gottlieb, M. (2021). 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Medical and Health-Related Misinformation on Social Media: Bibliometric Study of the Scientific Literature. \u003cem\u003eJ Med Internet Res, 24\u003c/em\u003e(1), e28152. doi:10.2196/28152\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"faculdade de medicina da universidade do porto","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"medical education, microscopic observation, digital resources, short-videos, social media, student assessment","lastPublishedDoi":"10.21203/rs.3.rs-5966553/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5966553/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eBased on our question, \"Is the reel a good deal for medical education?\" this study explores the effectiveness of short (around 2 minutes) video-based learning in engaging students enrolled in a medical course. With the increasing integration of digital tools in education, video content has emerged as a dynamic method to enhance learning experiences. This cross-sectional survey was conducted by using anonymous self-administered questionnaires, prepared taking into account previous studies, to 264 informed students that voluntarily agreed to participate. This sample represented 75.5% of the students\u0026rsquo; attending the classes. The questionnaires included topics related to 65 short videos about practical classes and learning preferences. The collected data were analyzed using descriptive and comparative statistics. The students considered that the content and format of the videos were adequate (99.6% and 100%, respectively). Specifically, the videos helped the students to better understand the practical classes, consolidate and retain the practical content and simplify the study for the exams. Additionally, the videos were praised for their high-quality audiovisual content, being innovative, complete, concise, short and/or adequate, or better than other formats such as printed information. The combination of written and audiovisual support materials for teaching and studying is important and has been shown to improve students\u0026rsquo; performance. This pedagogical methodology is well-suited for the current generation of students, aiding not only in study and exam preparation but is also in remote learning.\u003c/p\u003e","manuscriptTitle":"Medical education: is the reel a good deal?","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-02-06 06:49:23","doi":"10.21203/rs.3.rs-5966553/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f97cc651-ef3a-467d-b184-63115c00d17d","owner":[],"postedDate":"February 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-02-06T06:49:23+00:00","versionOfRecord":[],"versionCreatedAt":"2025-02-06 06:49:23","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5966553","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5966553","identity":"rs-5966553","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}