Video-Assisted Learning in Clinical Skills Education

Video-assisted learning has emerged as a transformative approach in clinical skills education, offering standardised, repeatable demonstrations of procedures that complement traditional bedside teaching. By harnessing high-definition recordings, animation, motion graphics and interactive features, such resources enhance visual and cognitive understanding of complex techniques. Learners benefit from on-demand access, self-paced review and the opportunity to revisit critical steps in procedures ranging from basic history taking to advanced invasive access. Integration into blended curricula and flipped classrooms allows preparatory engagement with video content prior to hands-on practice, maximising face-to-face time for feedback and refinement of psychomotor skills. Mobile delivery further extends global reach, accommodating variable clinical settings and resource constraints. As assessment modalities such as Objective Structured Clinical Examinations increasingly rely on uniform performance criteria, video-based repositories serve both as learning tools and as revision aids that underpin competency development and foster learner confidence across diverse health-care contexts.

Research from Nature Portfolio

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Video-Assisted Learning in Clinical Skills Education publication trend

The graph below shows the total number of articles in video-assisted learning in clinical skills education across all publications each year (not limited to Nature Index journals).

Technical terms

Objective Structured Clinical Examination (OSCE): A standardised, station-based assessment format that evaluates clinical competence through direct observation of simulated patient encounters.

Phacoemulsification: A microsurgical cataract removal technique using ultrasonic energy to emulsify and aspirate the lens material through a small incision.

Motion-graphic video-based training: Instructional media combining animated graphics and dynamic visualisation to illustrate procedural steps with clarity and emphasis.

References

1. Smartphone ophthalmoscope as a tool in teaching direct ophthalmoscopy: a crossover randomized controlled trial. Medical Education Online (2023).
2. Effect of motion-graphic video-based training on the performance of operating room nurse students in cataract surgery in Iran: a randomized controlled study. Journal of Educational Evaluation for Health Professions (2023).
3. Use of online clinical videos for clinical skills training for medical students: benefits and challenges. BMC Medical Education (2014).
4. Comparison of video demonstrations and bedside tutorials for teaching paediatric clinical skills to large groups of medical students in resource-constrained settings. International Journal of Educational Technology in Higher Education (2019).
5. A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students. PLOS ONE (2021).
6. Evaluation of Blended Learning Method Versus Traditional Learning Method of Clinical Examination Skills in Physiology Among Undergraduate Medical Students in an Indian Medical College. Cureus (2023).
7. Does an instructional video as a stand-alone tool promote the acquisition of practical clinical skills? A randomised simulation research trial of skills acquisition and short-term retention. BMC Medical Education (2024).