Evaluación del screencast en la adaptación de seminarios prácticos de Endocrinología durante la pandemia por covid-19

  1. Febrero-Sánchez, Beatriz 1
  2. Hernández, Antonio Miguel 2
  3. Almela-Baeza, Javier 3
  4. Rodríguez, José Manuel 4
  1. 1 General Surgery Unit. Virgen de la Arrixaca Hospital. Instituto Murciano de Investigación Biosanitaria (IMIB). Department of Surgery, University of Murcia (Spain).
  2. 2 Servicio de Endocrinología. Hospital Clínico Universitario Virgen de la Arrixaca
  3. 3 Facultad de Comunicación y Documentación de la Universidad de Murcia
  4. 4 Unidad de Cirugía Endocrina. Servicio de Cirugía General. Hospital Clínico Universitario Virgen de la Arrixaca.
Show affiliations +
Journal:
Revista Española de Educación Médica

ISSN: 2660-8529

Year of publication: 2022

Issue Title: Revista Española de Educación Médica

Volume: 3

Issue: 1

Pages: 76-83

Type: Article

DOI: 10.6018/EDUMED.491801 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista Española de Educación Médica

Sustainable development goals

Abstract

The situation of confinement due to the covid-19 pandemic has led to accelerate the process of integration of ICT in the Degree in Medicine to be able to finish the academic year. In this study we evaluated the student assessment of four screencast seminars in Endocrinology, given in 5th grade of Medical Degree. The video and audio recording of four seminars was made, the contents were edited with the Avid Media Composer First editing software, and the final production of the video was made in the mp4 h264 format with a duration of 10-15 minutes; being published in the "Virtual Classroom" platform of the University of Murcia. The evaluation of the seminars was done through an online questionnaire. In order to analyze the opinion of the students, a satisfaction survey was administered, with an evaluation by means of a Likert type scale. The evaluation questionnaires were carried out by 195 students. The score was higher than 8 in the four seminars. The seminars had 373, 519, 452 and 390 views, respectively. The average evaluation of the questions in the satisfaction survey were: importance of the seminar: 4.51 ±0.62, usefulness: 4.58 ±0.59, adequacy of the methodology: 4.46 ±0.66, presentation of the contents: 4.62 ±0.64, duration: 4.48 ±0.82, mastery of the subject by the teachers: 4.92 ±0.29, motivation of the students: 4.50 ±0.67. The screencast has turned out to be an adequate multimedia resource to adapt the practical seminars of Endocrinology in the Degree in Medicine.

Bibliographic References

  • Alemán I, Vera E, Patiño-Torres MJ. COVID-19 y la educación médica: retos y oportunidades enVenezuelaIngrist.EducaciónMédica2020;21:272–6.https://doi.org/https://doi.org/10.1016/j.edumed.2020.06.005.
  • Febrero B, Almela-Baeza J, Ramírez P, Rodríguez J, Ros I, Martínez-Alarcón L, et al. Uso de las TIC enestudiantes de ciencias de la salud. Modelo español de trasplantes. Proceso de la donación de órganos ylegislación relacionada. Innovación, diversidad y TIC en la educación universitaria, Editum Ediciones dela Universidad de Murcia; 2018, p. 234–44.
  • Yaron G. vídeo-Based Learning of Quantitative Courses in Higher Education. I-Manager’s Journal ofEducational Technology 2018;15:16. https://doi.org/10.26634/jet.15.2.14302
  • Kroski E. That’s Infotainment!: How to Create Your Own Screencasts. School Library Journal 2009:40–2
  • Jdaitawi M. The effect of flipped classroom strategy on students learning outcomes. International Journalof Instruction 2019;12:665–80. https://doi.org/10.29333/iji.2019.12340a
  • Santiago R, Bergmann J. Aprender al revés. Paidós Educación; 2018
  • Akçayır G, Akçayır M. The flipped classroom: A review of its advantages and challenges. Computers andEducation 2018;126:334–45. https://doi.org/10.1016/j.compedu.2018.07.021
  • Santiago RR, Díez Alicia, Andía LAlberto, Díez A, Andía LA. Flipped Classroom. 33 experiencias queponen patas arriba el aprendizaje. Editorial UOC; 2017
  • Mullamphy D, Higgins P, Belward S, Ward LM. To screencast or not to screencast. ANZIAM Journal2010;51:446. https://doi.org/10.21914/anziamj.v51i0.2657
  • Sugar W, Brown A, Luterbach K. Examining the anatomy of a screencast: Uncovering common elementsand instructional strategies. International Review of Research in Open and Distance Learning 2010;11:1–20.https://doi.org/10.19173/irrodl.v11i3.851
  • SmartGuyz I. ScreenCam, Screen Cam, Windows Screen Recorder, Desktop Capture | The First ScreenCamcorder in the World n.d. http://smartguyz.com/ (accessed October 30, 2020)
  • Barra E, Carril A, Gordillo A, Salvachúa J, Quemada J. Design, development and evaluation of a portablerecording system to capture dynamic presentations using the teacher’s tablet PC. World Academy ofScience, Engineering and Technology 2014;8:747–51. https://doi.org/scholar.waset.org/1307-6892/9997772
  • Almela-Baeza J. El Montaje Audiovisual a través de la creación de contenidos informativos en estudios deGrado. In: de Vicente Domínguez AM, Abuín Vences N, editors. La comunicación especializada del sigloXXI, Mcgraw Hill; 2020, p. 657–66
  • Almela-Baeza J. La democratización del software de edición no-lineal y su impacto en el ámbito educativode estudios de grado. Desarrollando competencias comunicativas en la eduación superior, Fragua; 2020
  • Lent, R. W., Singley, D., Sheu, H.-B., Gainor, K. A., Brenner, B. R., Treistman, D., & Ades L. SocialCognitive Predictors of Domain and Life Satisfaction: Exploring the Theoretical Precursors of SubjectiveWell-Being. Journal of Counseling Psychology 2005;53:429–442.https://doi.org/https://doi.org/10.1037/0022-0167.52.3.429
  • Lieser P, Taff SD, Murphy-Haga A. The webinar integration tool: A framework for promoting activelearning in blended environments. Journal of Interactive Media in Education 2018;2018:1–8.https://doi.org/10.5334/jime.453
  • Gegenfurtner A, Zitt A, Ebner C. Evaluating webinar-based training: a mixed methods study of traineereactions toward digital web conferencing. International Journal of Training and Development 2020;24:5–21. https://doi.org/10.1111/ijtd.12167
  • Area M, Sannicolás B, Borrás JF. Webinar como estrategia de formación online: descripción y análisis deuna experiencia. Revista Latinoamericana de Tecnología Educativa - RELATEC 2014;13:11–23.https://doi.org/http://campusvirtual.unex.es/revistas
  • Marcos L, Támez R, Lozano A. Aprendizaje móvil y desarrollo de habilidades en foros asincrónicos decomunicación. Comunicar 2009;16:93–100. https://doi.org/10.3916/c33-2009-02-009
  • O’Callaghan F v., Neumann DL, Jones L, Creed PA. The use of lecture recordings in higher education: Areview of institutional, student, and lecturer issues. Education and Information Technologies Volume2017;22:399–415
  • Pérez-Manzano A, Almela-Baeza J. Gamification and transmedia for scientific promotion and forencouraging scientific careers in adolescents. Comunicar: Revista Científica de Comunicación y Educación2018. https://doi.org/10.3916/C55-2018-09
  • Almela-Baeza J, Febrero-Sánchez B, Pérez-Manzano A, Ramírez-Romero P. Prosocial topics and impact ofa Flipped Classroom educational intervention promoting health by creating audiovisual stories. RevistaMediterránea de Comunicación 2018;9:75–84. https://doi.org/10.14198/MEDCOM2018.9.2.21.
  • Dominguez LC, Enrique Á, Orlando D. El clima productivo en cirugía: ¿una condición para el aprendizajeen el aula invertida? Luis. Educación Médica 2018;19:263–9.https://doi.org/https://doi.org/10.1016/j.edumed.2017.08.001
  • Domínguez LC, Carreño O, Sierra D. Divide y vencerás: Efectos de dos intervenciones para el aprendizajeinteractivo en grupos grandes de estudiantes sobre la percepción de la calidad del ambiente de aprendizaje.EducaciónMédica2021;22:390–5.https://doi.org/https://doi.org/10.1016/j.edumed.2020.04.006
Data source: Dialnet