Have you ever watched a movie and thought about what you learned from it for days afterwards? Have you watched a video and forgotten about it as soon as the end credits rolled? Whether a video sticks with you and keeps you thinking is down to a considered use of visuals and script to ensure that viewers continue processing what they saw and heard after the video ends. Video used well is a powerful medium for learning, but used poorly, it can harm learning.
There is a great deal of evidence that video, when developed with clear pedagogical principles in mind, is a useful tool to have in any learning toolbox.
Two resources to get you started make a strong case for using thoughtful video in learning.
New York University has an excellent resource that gives some of the evidence for utility of video in learning as well as guidelines for questions to ask yourself when considering using video in your course.
The University of Queensland goes through the pedagogical benefits of using video for learning and includes a reading list of the evidence for video usage.
A couple of examples of evidence of the utility of videos in Medical Education specifically include:
Dong, C., & Goh, P. S. (2015). Twelve tips for the effective use of videos in medical education. Medical Teacher, 37(2), 140–145. https://doi.org/10.3109/0142159X.2014.943709
Hurtubise, L., Martin, B., Gilliland, A., & Mahan, J. (2013). To Play or Not To Play: Leveraging Video in Medical Education. Journal of Graduate Medical Education, 5(1), 13–18. http://doi.org/10.4300/JGME-05-01-32
Once you feel confident that video can be useful in your teaching, give your eLearning Facilitator a call and they can work with you to ensure that when students watch your video it has them thinking deeply about the topic even after the video ends.