Abstract
Videos are recordings of moving visual images made digitally or on video tapes. They have long been reconised as learning resources in medical and health sciences education. Teachers often have students observe, watch or review vidoes in order to enage them in reflective, practical and evaluative activities (Oh, De Gagné, & Kang, 2013), which provide opportunities for experiential learning (Pastor & Tavares, 2019) and lead to better performance outcomes (Hammoud, Morgan, Edwards, Lyon, & White, 2012).
Despite the wide use of videos in medical and heath sciences education, the pedagogical approach driving use has been rather similar. Students are predominantly treated as the passive consumers of video products: they either watch videos created by others (lecturers or professionals), or are videoed by others in clinical or simulated contexts, with subsequent review of the video clips. Recently, there has been an emerging literature that follows an alternative pedagogical approach. Within this approach, students are producers of videos: instead of watching videos created by others, students create videos themselves and use the videos to aid their learning (Omar, Khan, & Toh, 2013). This review seeks to synthesise this literature and guide teachers who intend to use student-created videos in medical and health science teaching and learning.