GIFs vs Pictures in 'How to Use a Slit Lamp' Teaching: Comparing Medical Student Perceptions

Document Type : Original Article

Authors

1 Undergraduate Medical Education Department, Moorfields Eye Hospital NHS Foundation Trust, London, United Kingdom

2 Kings College Hospital NHS Foundation Trust, London, United Kingdom

Abstract

Background: Videos have been shown to improve learning outcomes, satisfaction and grab learners’ attention for medical education. The aim of this study was to look at whether replacing static images with short, looped videos (home-made GIFs) in a presentation on ‘How to Use a Slit Lamp’ aided learning and engagement for medical students.
Method: In this mixed-method crossover study two presentations were created, one with GIFs and one with images showing how to use a slit lamp. 40 medical students participated with 20 watching each presentation. Students were assessed quantitatively by a 13-task slit lamp assessment immediately after watching the presentation. Students then crossed over and watched the other presentation. They were asked to complete a qualitative survey and participate in a short group discussion regarding their perceptions of enjoyment, learning, engagement and clarity of each presentation. Thematic analysis was conducted on the responses.
Results: Our results indicated that all students performed better or the same when watching the GIF presentation versus image presentation for the 13-task assessment. The students unanimously agreed that the presentation with GIFs was more engaging and increased their learning compared to the presentation with images alone.
Conclusion: Incorporating GIFs into presentations is a quick and cheap method that increases short term recall, is engaging and aids learning.

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Main Subjects

References

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Future of Medical Education Journal
Volume 14, Issue 3
September 2024
Pages 3-9

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