Cynthia J. Metz, Ph.D. Assistant Professor Department of Physiology University of Louisville

Agenda  Reasons to use online learning modules  Introduction to video-editing software (Camtasia)  Evidence of successful use  Practical tips/hints for creating and sharing videos  Potential pitfalls

Fist-2-Five My students often struggle to see the “real life” applications of the content covered in my courses My students are easily able to see the “real life” applications of the content covered in my courses

School of Dentistry  BMSC 805 Systemic Physiology  Fall Semester of D1 year, 120 students  Content assessed on NBDE Pt. 1 (National Board Dental Examination)

Student Evaluation Comment  “Remember that we will never use this information after this class.”

Student Evaluation Comment  “Remember that we will never use this information after this class.”

 A patient in your practice experiences a severe allergic reaction to the dental anesthetic used during a class II filling on tooth #4. The patient enters into anaphylaxis, and the small, systemic blood vessels become leaky. Which of the following pressures would be most likely to increase? A. The Blood Colloid Osmotic Pressure (BCOP) B. The Blood Hydrostatic Pressure (BHP) C. The Blood Oncotic Pressure (BOP) D. The Interstitial Fluid Colloid Osmotic Pressure (IFCOP) E. The Mean Arterial Blood Pressure (MAP) Clinically Relevant Assessment Questions

% Correct * n= , p<.05, One-way ANOVA and Tukey post-hoc test Unit Exam Performance

Think-pair-share  After successful completion of your course, what is one “real world” task, skill, or ability that you envision for your students?  Pair up with 1-2 other people and share your idea.

Clinical Scenario Videos

What is your initial reaction to the idea of creating videos for your classes? 1. Hey—I can do that! 2. I’m interested, and want to learn more! 3. I’m interested, but am afraid I do not have the technical skills. 4. I have no time for this project! 5. I’m still not convinced this is a good idea.

Agenda  Reasons to use online learning modules  Introduction to video-editing software (Camtasia)  Evidence of successful use  Practical tips/hints for creating and sharing videos  Potential pitfalls

What is Camtasia?

Recorded Images

What is Camtasia? Audio

What is Camtasia? Library

Additional Features  Call-outs  Zooming  Highlighting  Transitions  Cursor effects  Closed-captioning  Quizzing  Picture-in-picture  Webcam recordings

Online Tutorials and Free Tech Support

Associated Costs  Microphone  Free 30 day trial of Camtasia  iTECH Xpress at UofL Camtasia 8.1 for $67.50

Agenda  Reasons to use online learning modules  Introduction to video-editing software (Camtasia)  Evidence of successful use  Practical tips/hints for creating and sharing videos  Potential pitfalls

Embedded Questions in Videos Question 2Question 3 Miller CJ, Metz MJ. Clinical Scenario Videos Improve Dental Students’ Perception of the Basic Sciences and Ability to Apply Content Knowledge. Journal of Dental Education 79: , 2015.

% Correct * * n= , p<.05, One-way ANOVA and Tukey post-hoc test

The physiology faculty are aware of the needs of dental clinicians The physiology faculty use examples or content that relate to dentistry In the D.M.D. Curriculum, there should be more emphasis on Physiology In the D.M.D. Curriculum, there should be less emphasis on Physiology (Negative Stem) Physiology is important for student success on the National Board Dental Examination, Pt. 1 (NBDE) Physiology is important for the daily practice of dentistry An understanding of physiology is important for the daily practice of dentistry Strongly Agree Strongly Disagree Neither Agree Nor Disagree * * * * * * *

Agenda  Reasons to use online learning modules  Introduction to video-editing software (Camtasia)  Evidence of successful use  Practical tips/hints for creating and sharing videos  Potential pitfalls

Practical tips/hints for creating and sharing videos  Check to make sure the content isn’t already available YouTube, Google, Khan Academy, MedEdPORTAL  Keep it short-maximum of 10 minutes  Show AND tell-minimize “Death by PowerPoint” Animations Case-based Studies Clinical Videos

Practical tips/hints for creating and sharing videos  Make it ADA compliant Add closed captioning  Carefully consider open vs. restricted access of videos Videos can be “produced” on Screencast, YouTube, Blackboard, etc.

Agenda  Reasons to use online learning modules  Introduction to video-editing software (Camtasia)  Evidence of successful use  Practical tips/hints for creating and sharing videos  Potential pitfalls

Quick fire brainstorming  What is a concern/worry you still have regarding the creation or implementation of clinical scenario videos?

Potential Pitfalls  Creation process can be time-consuming Start small-research supports 10 minutes max  Technology does not always work as expected Encourage an open dialogue with students Have a back-up plan Identify technical support

Homework  Draft a plan to create one video for your students  What content will be covered?  Open or restricted access?  What is your timeline for creation? Implementation?  How will you evaluate the effectiveness of your video?

Thank you for your time Cynthia J. Metz, Ph.D. Assistant Professor Dept. of Physiology & Biophysics University of Louisville Collaborator: Michael J. Metz, D.M.D., M.S.D., M.S., M.B.A. Assistant Professor Dept. of General Dentistry & Oral Medicine University of Louisville Dr. Metz’ YouTube channel has open access and is available at: Miller CJ, Metz MJ. Clinical Scenario Videos Improve Dental Students’ Perception of the Basic Sciences and Ability to Apply Content Knowledge. Journal of Dental Education 79: , Miller C, Metz M. A Collection of Clinical Scenario Videos: Using Physiology to Understand Medical Emergencies in the Dental Office. MedEdPORTAL Publications; Available from: ​ publication/ ​ 10119