Innomentarium’s Fenix has been part of research “Videos as a guide for developing skills in using equipment” made by students in Degree Programme in Radiography and Radiation Therapy. Their goal was to produce high quality and clear instructional videos to make it safe and easy for students to use a mammography device. Second year radiography students gave feedback on the visual aspects, learning experience and shortcomings or flaws of the videos. Please find the full article below.
Marjaana Nokso, Päivi Tulisalo, Anneli Holmström, Anja Henner
Degree Programme in Radiography and Radiation Therapy
Videos as a guide for developing skills in using equipment
Students are accustomed to watching instructional videos, and they are considered as effective as face-to-face instruction. The challenge for radiography students is to get their skills in mammography to the same level as that of other modalities. Would it be possible to achieve a learning experience via video that is almost like hands-on?
In Finnish universities of applied sciences, mammography education is similar in terms of skill requirements, but the difference is in the amount of training. A European study discovered that transitioning to practice is difficult for students because breast positioning is not practiced as simulation situations. The careful positioning of breasts reduces artefacts on the image and increases image resolution or contrast, while successful interaction with the patient makes the patient feel comfortable and reduces the experience of pain. Learning how to interact with the patient would be important early in one’s studies.
The goal of a mammography exam is a perfect image. Successful breast positioning and sufficient compression results in a diagnostic image that meets the criteria of a good image. When positioning the patient, more attention should be paid to the entire body of the patient rather than the size of the breast. When positioning, the height of the mammography device is adjusted according to the patient in the front view (CC), and the device tilts along the patient’s pectoral muscle in the angled side view (MLO). An incorrectly adjusted device causes discomfort and pain for the patient. Breast compression and neck and back pains caused by muscle tension are common causes of pain in a mammography procedure.
How to use video to affect mammography expertise
In mammography instruction, videos can be used to illustrate and present the functions of a mammography device. Videos are effective and adaptable tools for learning. They can be viewed anywhere at any time, so you can learn how to use the device at a time suitable for you. A video can be watched as many times as wanted. Students believe that videos are effective tools for learning and as informative as face-to-face instruction. However, teachers do not want videos to replace the personal contact between the teacher and the student.
Our video-making process, from scripting to editing, was guided by research findings on what kind of instructional video increases motivation the most. For example, the narration is done with easy and fluent language with enthusiasm and the overall duration of the video was kept short. The duration of a video was kept short by editing one device function per one video. Hyperlinks to each video were placed near the mammography device in a QR code format to allow the desired function to be watched by phone while using the device. Who would like to check out tips for starting up the machine and adjusting the angle during exposure?
Learning from videos develops a student’s capacity for self-direction. The use of the device during training promotes the understanding of its functions and contributes to performing an exam in practice. We can compare the watching of our videos with the training for operating the device that is given in radiography education. An essential part of the processing of teaching a radiographer to use a new device is the training provided by the equipment supplier. The operating training includes the optimal use of the device in a manner that is safe with regard to radiation. The accumulation of know-how improves the safety culture of activities involving radiation. Every radiation user adheres to a good safety culture and contributes to its continuous development.
Feedback on learning experiences
Our goal was to produce high quality and clear instructional videos to make it safe and easy for students to use a mammography device. Second year radiography students gave feedback on the visual aspects, learning experience and shortcomings or flaws of the videos.
Based on feedback, we achieved the quality criteria that was given for the videos in a commendable manner. We wanted to give the videos a visually clear appearance and fact-sheet-like content that is divided into suitable length clips. The students’ feedback showed that the appearance was considered neat and tidy. They thought the videos were also sufficiently brief, clear and informative. One of the most important quality criteria for the videos was user satisfaction. Many respondents said the videos help them to use mammography equipment correctly, while simultaneously contributing to learning the device’s functions.
“The videos were clear and everything relevant was included. The videos can help you start up a device and use its different features with ease. Safety had been considered, for example showing the emergency button.”
“I think the videos comprehensively explain the use of the mammography device and explain the purpose of the different buttons and switches. On the basis of just watching them, it seems like one can successfully start up a device, experiment with different adjustments and exposure, and use patient database/image reading software by watching the videos.”
Criticism mainly focused on the volume level, which was easily customisable afterwards. Based on the results, we concluded that the mammography skills of the radiography students were boosted already in the early stages of radiography training.
We received feedback from students that our videos could show a full mammography from start to finish, and research on mammography instruction has indicated that there is a deficiency in the training from the perspective of interaction. Based on these considerations, there would be a need for a video where a mammography is described in terms of interaction. Could the students themselves make videos for the lesson on how to interact with a patient in a mammography procedure? Filming a video would therefore serve as a means of acquiring, comprehending and presenting information.
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