Professional Online Video Storytelling Versus Lecturer-Generated Content for the Development of Practical Skills—A Questionnaire and In-Person Evaluation of Anaesthetic Induction Skills in Veterinary Students
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The COVID-19 pandemic accelerated the shift to online veterinary education, posing challenges for teaching practical veterinary skills. While instructional videos have long supported medical and veterinary education, the impact of video storytelling (VST) using specific content creation techniques for student engagement and achieving success for learning outcomes remains underexplored. Our research compared traditional lecturer-generated videos (BSV) with VST content to evaluate their effect on student experience and grades in a practical task. Students were assessed on their performance, and used standardised questionnaires to evaluate their perceptions of the online material and the impact it had on practical skill acquisition. In Phase 1 (2020), 106 final year students were provided with BSV content ahead of a simulated assessment. All students in the year enrolled voluntarily in this observational study. However, 33 (31.1%) students did not view the content. No significant performance differences were observed between those who watched the videos and those who did not (p = 0.711). In Phase 2, (2023) 148 pre-clinical stage 3 students voluntarily participated in a randomised, blinded, controlled trial comparing BSV (75 students) with VST (73 students). The VST group reported significantly lower stress and anxiety levels (p = 0.002), felt better prepared for Directly Observed Practical Skill (DOPS) assessments (p < 0.001), and achieved higher practical assessment scores (p = 0.001). As online and blended learning continue to expand, veterinary programs should consider investing in high-quality VST to support student well-being, promote deeper learning and more effectively prepare students for clinical practice.
Authors: Joanna Potter, Georgina Murphy, Seán Lacey, Pieter Brama, Toby Trimble
Institution: University College Dublin
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: gold
Funder: University College Dublin
OpenAlex ID: W7125716908