2003 OPEN FORUM Abstracts
USE OF VIDEO CLIPS TO SUPPLEMENT ARTIFICIAL AIRWAYS INSTRUCTION
Ellen A. Becker, PhD, RRT-NPS, AE-C, Long Island University, Brooklyn, NY.
Background: This study examined whether a series of video clips viewed from a CDROM would enhance artificial airway written exam scores and the first-time pass rates for laboratory exams.
Methods: Procedures related to artificial airways were videotaped with digital video, edited, compressed, and burned into a CDROM which was given to each student. The written exam scores and first-time pass rates for the artificial airway laboratory exams were compared with a control group. Experimental and control groups were compared using Fisher's Exact Test on first semester GPA, the written exam scores, and the first-time pass rates for four separate laboratory skills. Median GPA and written exam scores were used to split groups into performance levels. Students in the experimental group rated the ease of learning from lecture, laboratory, written materials, and video clips on a 5-point scale with endpoints of 1 = very difficult and 5 = very easy. The Sign Test was used to compare learning through video clips with each of the other methods. A familywise alpha level of 0.05 was considered as significant for all tests.
RESULTS: There was no difference in first semester GPA (p = .510) for the control (n=19) and experimental (n = 15) groups nor in the first-time pass rates for the laboratory exams (p = .219). However, members of the experimental group scored higher on the written exam than the control group (p = .005). Sign Test ratings revealed that students (n = 9) found learning through video clips easier than learning through lecture (p = <.001), laboratory work (p = <.001), or written materials (p <.001).
Conclusions: Academic backgrounds for both groups were similar. Use of video clips did not change first-time pass rates on laboratory exams, however use of video clips improved written exam scores. Faculty should consider supplementing learning with video for students who find it more difficult to learn through written materials.