Blockbuster videos: Using complementary video-based learning to augment first-year block-model teaching

Nicholas Tripodi; Elodie Murray; Millicent White; Robert Korac; Maja Husaric; Katerina Tangalakis

doi:10.11157/fohpe.v25i1.568

Authors

Nicholas Tripodi Victoria University, Australia https://orcid.org/0000-0001-5062-0409
Elodie Murray Victoria University, Australia
Millicent White Victoria University, Australia
Robert Korac Victoria University, Australia
Maja Husaric Victoria University, Australia https://orcid.org/0000-0001-5627-7541
Katerina Tangalakis Victoria University, Australia https://orcid.org/0000-0001-5735-326X

DOI:

https://doi.org/10.11157/fohpe.v25i1.568

Keywords:

video-based learning, student engagement, block model, health professional education, mixed-methods research, intensive learning

Abstract

Introduction: The first year of university is fraught with obstacles and challenges for students. Of particular concern is the often high level of student disengagement encountered at this juncture. Consequently, universities are reimagining what their first-year student experience can be like. The aims of this study were to, firstly, investigate the effects that complementary video-based practical skills resources have on first-year osteopathy student engagement and, secondly, if these effects differ in block-model when compared to traditional-model delivery format.

Methods: This study utilised a two-part mixed-method sequential exploratory design consisting of a quantitative and qualitative survey and focus-group interviews. The quantitative data were analysed using descriptive and inferential statistics, while the qualitative data were thematically analysed.

Results: The results demonstrated that the majority of students found the video-based learning (VBL) activities to have an overall positive effect on their learning experience and that VBL improved their perceived psychomotor skill acquisition. Furthermore, the reported positive responses appear to be enhanced in an intensive block-model setting.

Conclusion: VBL appears to be a useful tool for clinical skills training in an intensive-style tertiary education setting. Further research should be performed to see if this effect is seen across other health professions courses.

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