Student Created Video Supplements to the Cardiovascular CurriculumGunnar Lee, MS3 and Richard Kasuya, MD

University of Hawaii, John A. Burns School of Medicine, Honolulu, HI, USA

ContextWithin a problem based learning medical curriculum, a challenge is posed to lecturers who must cover a wide variety of material in limited time. Using the cardiovascular and pulmonology subunit at the John A Burns School of Medicine as an example, discussion of cardiac electrophysiology, cardiac contractility, and the cardiac cycle may be covered within a single one-hour lecture. Although the material posed in lecture is sufficient for learning core concepts, anecdotal accounts among JABSOM students suggests that there is a demand for additional learning modalities, particularly in the interactive and visual domains. This is particularly important in the era of COVID, when the demand for remote learning has never been higher.

Objectives1. Create a series of video modules on cardiac physiology, that both

explain and illustrate key concepts in a visual-learning centered model. 2. Implement these cardiac physiology modules into the MD2 curriculum

at the John A. Burns School of Medicine. 3. Acquire and analyze student feedback to determine if this learning

modality proved beneficial to their medical education.

Results

ConclusionA key feature of these modules is that they are student produced. This perspective provides a unique advantage in selecting which topics to emphasize and designing a mode of delivery that would be most palatable to students. Overall, the data collected suggests that this education medium can serve as an effective adjunct for medical school curricula. Future prospects could include the coverage of additional topics across multiple pre-clinical units.

Disclosure StatementNo conflict of interest to disclose.

Materials & MethodsTopic Selection:The topics covered in these modules were specifically selected because they were considered “high-yield” for the MD2 curriculum and USMLE STEP 1 exam. The references used to design each lecture are includedbelow.

Video Design and Construction:The iPad app “GoodNotes” was used to illustrate lectures. During theillustration, narration and screen capture were recorded simultaneously.

Review Process: Each video module was sent to the MD2 course directors for approval and to ensure validity of the information presented.

Feedback Collection:Each module was accompanied by a Google Form that included review questions and surveys to assess satisfaction. An end-of-unit survey collected summative feedback (results presented at right).

References:1. Costanzo LS. Physiology. Sixth Edition, 2018.2. Lilly LS. Pathophysiology of Heart Disease. Sixth Edition. 2016.

Strongly Agree77%

Agree23%

Neutral0%

Disagree0%

Strongly Disagree

0%

“I believe that student-generated online video modules are a valuable addition to core curricular elements such as lectures and PBL cases.”

“I believe that these online student-generated video modules improved my understanding of cardiac physiology.”

Strongly Agree77%

Agree23%

Neutral0%

Disagree0%

Strongly Disagree

0%

Student Quotes“These videos were incredibly helpful! They were a great summary of foundational concepts and the figures/graphs drawn were really good & helpful. I thought it was well phrased and paced. I really do think we should continue to send these out to MD2 students as I found it helpful during my MD2 experience so thank you Gunnar & all the other hands that went into this project to help make this possible.”

“These videos were really easy to follow and clearly explained high yield topics in cardiac physiology. Please continue to share with future classes!”

“As someone who actively uses Boards & Beyond videos, I preferred your videos over theirs for introduction to cardiac physiology. Thank you!!!”

“Overall these modules were phenomenal and really rounded out my learning and understanding of cardiac physiology.”

“I believe that these videos should be offered to future JABSOM classes.”

Strongly Agree89%

Agree11%

Neutral0%

Disagree0%

Strongly Disagree

0%

Key MessageWith recent expansion in technology and ability to disseminate information, the potential for innovation in the field of medical education is continually growing. These videos integrate vocal lecturing with simultaneous visual illustration, distributed in a medium that allows for online access for individualized pace of learning. Similar integrative media could be the future of medical education, particularly given the high demand for remote learning.