All students are required to understand and adhere to programmatic processes related to clinical education/clinical experience. Additionally, they are required to follow all policies and procedures associated with each assigned clinical site to include attainment and documentation of health requirements and clearances. Lastly, students benefit from tailored coaching and mentoring as they prepare to enter into their clinical experiences: be it there first experience or final experiences. Delivering this information by way of class lecture can be challenging. There is a perceived benefit to having online audio-visual recording to allow students to asynchronously access and further consider various elements of clinical experience expectations and preparation during self-selected time periods.
I first considered and prioritized key topic areas that could be reinforced with audio-visual recordings. I then organized them chronologically matching the sequential order for students to gain understanding of the content. From here I selected to best audio-visual format for content delivery.
- Castle Branch – Web ex recording (PowerPoint and program assistant presentation)
- CE overview – Panopto (PowerPoint and audio recording)
- APTA CPIWeb use and training – Panopt0 (PowerPoint and audio recording)
- Making the Cold Call – Panopto (PowerPoint and audio recording)
- CE I pep talk – Panopto (PowerPoint and audio recording)
- Continuum of Care – Sway
In all cases, each topic and its content is delivered via traditional classroom lecture. This takes place during didactic work when students are often preoccupied with current study requirements and lack full readiness to prepare for clinical education. Students will be provided with the traditional lecture component and then will be guided to these videos for viewing at a self-selected later date.
All Panopto audio-visual recordings are housed and viewed from Moodle. The number of times and the timing that each recording is viewed will be tracked. This data will be useful in determining students’ preferred timing for topic review as well as perceived investment in clinical experience preparation.
Additionally, a brief summative survey will be provided in Moodle and paired with the corresponding recording. These feedback forms will be optional for students to complete. The survey will solicit students’ perceptions of content clarity, resolution of questions or confusion etc. and open-ended feedback for improvement suggestions.
Reflections and Next Steps
With each Panopto recording I create, I determine ways to improve a re-recording. Finding contentment in a given recording seems to be my greatest challenge. However, I have determined that there are several key strategies when creating each recording that are applicable for all recording in the series: 1) keeping details generically applicable on a year-to-year bases is key for recycling videos and allowing them to be applicable for multiple cohorts and through several curricular cycles, 2) keeping my intonation captivating yet also absent of emotion is also important. I often tailor my classroom lecture style based on the current climate i.e. if they are gearing up for exams/practicals if they have just completed a testing cycle. The audio recordings should be relatable regardless of current didactic activities.