Note: This week at the Mediasite User Conference Unleash in Madison, Wis. – and online – video experts in education, healthcare and the enterprise are sharing how Mediasite has transformed their organizations.
The use of Mediasite video in health education, training and patient outreach isn’t anything new. Hospitals and medical associations have relied on Mediasite for many years to communicate more effectively and create anytime, anywhere training for healthcare professionals and patients. But in the past year, the use of video for these purposes has greatly accelerated.
Leading medical education experts had a candid discussion at Unleash about the opportunities, challenges and future plans and trends their organizations face for delivering quality healthcare training.
- Matt Breneman, Director of Multimedia Services, Marshall B. Ketchum University, a post-graduate healthcare education institution
- Todd Hutchings, Distance Learning Consultant and former Director of Distance Learning, Ontario Hospital Association
- Jeroen Krouwels, Director of Business Development and Innovation, Noordhoff Publishers
- Rob Lipps, EVP, Sonic Foundry
- Audience members Dian Webbink, leading e-learning project consultant at Medical Center Leewaurden, and Michael Hebben, partner and learning specialist at medical gamification company MadLogic, joined in, too.
Lipps: One of the early applications for video in healthcare is continuing medical education. How extensive has that been at your organizations?
Krouwels: “Video is used in e-learning modules. Health professionals have to prove each year they are compliant for their jobs. We already use video for that kind of learning material. The change we see at this moment is what we call ‘e-learning fatigue.’ These nurses have to do more and more learning modules and the amount has become too much to handle. If they would do it all, they’d lose 20 to 30 percent of the work day. We are looking for other ways for integrating learning processes.”
Learn more about the partnership between Sonic Foundry and Noordhoff Health here.
Lipps: Production value plays into it. How do you make sure the video stands out?
Breneman: “We’re watching the competition – what other schools are doing. Getting faculty to buy into it and getting students to participate is an evolution. Right now we just expanded our international programs in Japan and Korea, and the whole thing is built on Mediasite. We can’t send an instructor overseas every week, but we can live lecture and pre-record. Production value has got to be high. We also have more participation when charging for the continuing education content. The more we charge, the more they watch.”
Lipps: Are small content creation studios in hospitals commonplace now? Or is all this content being created on desktops and mobile devices?
Breneman: “Having a studio is a must to keep that standard of production. There are different levels of content. Having a controlled environment would be very useful.”
Hutchings: “I’m not seeing that transition in Canada. While it would be great, Im not sure you’d get all staff who are not production savvy involved. The way our hospitals are at the moment and where resources are required, I can’t see that happening unless it’s a teaching hospital.”
Webbink: “Every teaching hospital needs to have a learning department by law in the Netherlands. We are totally focused on education research and the smaller hospitals do have a learning department. They are less into the producing of content. The small hospitals are not investing a lot in making content. They just don’t have the staff to do it. They’re buying content (from publishers like Noordhoff Health). We are really encouraging departments to make their own little pieces of video content, and (health professionals) are having a lot of fun making them.”
(Webbink at Medical Center Leewaurden in the Netherlands uses Mediasite to deliver instructional videos directly to a dispersed workforce on new hospital technologies.)
Lipps: Learners feed off of engagement. Is delivering the video enough? There’s a tug of war between how much time doctors and nurses should be spending on learning and how much time evaluating patients. Doctors can watch videos late at night at home when there are no patients. Can that be said for all medical professionals? Are hospitals and medical schools going to put pressure on the way they compete with video, perhaps by incorporating more gamification, to keep eyes on screens?
Webbink: “We track where and when nurses learn in our LMS. They learn at home. The videos are accessible 24/7, and they learn on the job with short little video instructions. But the formal learning they do at home. It’s not too much, and no one’s complaining.”
Krouwels: “I’m curious whether video is going to replace some e-learning modules. I think more and more hospitals will choose video as another way of bringing the content to health professionals. It’s easier and cheaper to produce, and it’s easy to change if necessary. For example, if there is a change in an e-learning module needed, it used to take months. Now, if you have a small studio, you can ask an expert to explain what has changed and then push it to the LMS for the professionals to learn about it.
Hebben: “The basic principle of gaming can be created in your organization. For example, a lot of people play games because there’s an epic meaning. If you can create that in your hospital, people will want to share and do it together. We learn because there is a challenge. Doctors and nurses learn in the hospital because they have a question and not because they think they need information. It’s the same when we learn at home. You don’t read your video manual when you’re using video. You’re reading it when you have a problem. And that’s what gaming can do.
Q&A article with Hebben: How Gamification Increases Learning Outcomes