**3.2 Videos in clinical education**

Real-life case scenarios using videos can demonstrate procedural skills which would demonstrate specific patient conditions, enhancing students decision-making

#### *The Roles of Video in Online Learning DOI: http://dx.doi.org/10.5772/intechopen.114245*

abilities and problem-solving skills. The use of video simulation in the classroom can help students to comprehend the material more thoroughly and add another teaching method to complement the lecture. The benefits of active, experiential learning on student satisfaction, self-confidence, student engagement, and knowledge have been shown by research on videos used in simulation in a nursing school [28]. As a result, high-fidelity human patient simulators in simulation labs have spread as a frequent addition to clinical training and encourages active learning in the educational environment.

The current standard of surgical preparation for residents and specialists practicing is video-based learning. Educational videos are a potent resource and are efficient for the learning of surgical skills at various surgical training levels. With trainees recording their movies for personal feedback training and overhead operating room camera recordings of thoracoscopic and laparoscopic case videos, video-based learning has come a long way. Medical students through attendings have all benefited from the development of video-based technologies by sharpening their skills and accelerating their learning curve. These results lead us to assume that the future of video-based learning will likely revolve around the production of high-caliber, scientifically accurate movies, and their subsequent compilation in readily accessible video libraries.

According to studies, using videotaped performance as a tool for learning, selfevaluation, and feedback has positive effects [29]. Video feedback, referred to by some as "the gold standard of communication teaching," is now widely used in many higher-level professional programs in fields like education, psychology, social work, nursing, and medicine. Over the years, more research incorporating video, feedback, self-assessment, and learning have been undertaken in medical student education as digital technology for digitally recording clinical performance has evolved significantly [29]. Several studies have documented the utilization of videos for global assessments and certification in higher education. In a systematic review of a total 41 different video-based surgical quality assessments, (SQA) tools for surgical technical skills were examined. According to this study, a well-validated SQA methods make it possible to evaluate a surgeon's technical skills objectively, which has a significant impact on patient outcomes. From an academic point, videos can be distributed among students to encourage group learning. Students can talk about and evaluate the methods shown in the films, share stories, and gain insight from one another's viewpoints. Hence videos have the greatest potential for usage in education, research, and certification and may be found in global assessment scales paired with a procedure-specific assessment tool [30]. Overall, including videos in procedural learning can increase student engagement, enhance understanding, and provide them a more immersive and thorough learning experience.
