Table 4 Healthcare Provider Perspectives on Instructional Video Training (Post Intervention Provider Interview)

Reviewed videos since workshop

11(100)

22(100)

33(100)

If Yes, number of times (mean+/-SD)

4.5(1.0)

4.8(0.6)

4.7(2.9)

Shared video link with other providers

8(72.7)

21(95.5)

29(87.9)

Intent to include video content in clinical practice

11(100)

22(100)

33(100)

 Accuracy of video content

10(90.9)

22(100)

32(97.0)

 Appropriate for patient age

11(100)

22(100)

33(100)

 Appropriate for patient sex

11(100)

21(95.5)

32(97.0)

 Appropriate for patient ethnicity

11(100)

21(95.5)

32(97.0)

 Appropriate for physically impaired

11(100)

21(95.5)

32(97.0)

 Appropriate for local values

11(100)

21(95.5)

32(97.0)

 Appropriate dress code

10(90.9)

21(95.5)

31(93.9)

 Appropriate for language

11(100)

22(100)

33(100)

 Appropriate for social class

11(100)

22(100)

33(100)

 Introduction motivating stimulated interest

11(100)

22(100)

33(100)

 Objectives and key elements were clear

11(100)

22(100)

33(100)

 Simplified complex tasks and avoided introducing unnecessary or irrelevant information

11(100)

21(95.5)

32(97.0)

 Suggested methods to apply the newly acquired knowledge

11(100)

22(100)

33(100)

 Allowed to reflect on clinical practice during the viewing

11(100)

22(100)

33(100)

 Illustrations in video aided learning

11(100)

22(100)

33(100)

 Learning elements repeated in the conclusion of the video

11(100)

22(100)

33(100)

 Conducive to learner interaction

11(100)

22(100)

33(100)

 Well organized and structured

11(100)

22(100)

33(100)

 The visual quality did not detract from the overall message and content

11(100)

20(90.9)

31(93.9)

 The vocabulary of the narration was appropriate for the intended audience

9(81.8)

22(100)*

31(93.9)

 The speed of the narration was slow enough to be understood

8(72.7)

22(100)*

30(90.9)

 Sound effects added emphasize on certain aspects and enhanced learning

11(100)

21(95.5)

32(97.0)

 The terms were adequately defined

11(100)

22(100)

33(100)