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Saudi J Anaesth. 2017 Jul-Sep; 11(3): 346–350.
PMCID: PMC5516502

Learning impact of interactive video in anesthesiology residency training: Preliminary study with TED-Ed platform


Interactive video courses are a new and innovative way for delivering training or educational content.[1,2] This approach represents the basis for the flipped classroom teaching model.[3,4,5]

The TED-Ed platform ( is a free educational website for educators and learners. This platform also allows users to take any useful educational video from TED Talks or any YouTube hosted video and easily creates a customized lesson around the video [Figure 1].

Figure 1
The interface of the platform TED-Ed

Each lesson plan includes four sections: “Watch” (visual learning), “Think” (true–false questions, multiple choice, and open-ended questions), “Dig Deeper” (additional links and resources for those who prefer verbal learning), and “Discuss” (social learning between seniors and trainees) [Figure 2].

Figure 2
Online discussion forum: Trainee–trainee and trainee–senior interactions

To better understand the impact of this pedagogical tool on trainees’ motivation, autonomy, and cognitive engagement, we evaluated 24 3rd year anesthesiology trainees over two semesters. We have conceptualized four interactive video lessons. The videos focused on basics (Principles of Mechanical Ventilation) and technical skills (transcranial Doppler ultrasound examination, basic training in echocardiography, and lung ultrasound tutorial video).

We have conducted a survey questionnaire of the trainees’ opinions [Appendix 1]. The five sections of the questionnaire were the way of using the video, the frequency of use, the degree of appreciation of the support, the impact on learning, and the assessment of the trainee motivation.

Responses revealed that the majority of trainees watched the videos at least once (22 trainees from a total of 24). Half of the trainees (12/24) said they often watched videos on mobile devices. Analysis of the satisfaction survey revealed that trainees (20/24) tended to appreciate the use of interactive videos. Lessons were considered effective at stimulating and facilitating the learning. All trainees answered the questions in section THINK, and two-thirds of them actively participated in the online discussion forum.

The findings suggest that it may be important to integrate interactive instructional videos into clinical medical education in anesthesiology residency training. This tool will “bridge the gap” between theory and practice and promote the acquisition of basic concepts, clinical, and technical skills. Further research with pre- and post-video exposure testing design is required to measure learning outcomes through results derived from performance exams.

Financial support and sponsorship


Conflicts of interest

There are no conflicts of interest.

Appendix 1:

The original French version of the questionnaire (section 1: The way of using the video, section 2: the frequency of use, section 3: the degree of appreciation of the support, section 4: the impact on learning and section 5: the assessment of the trainee motivation)

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2. Jang HW, Kim KJ. Use of online clinical videos for clinical skills training for medical students: Benefits and challenges. BMC Med Educ. 2014;14:56. [PMC free article] [PubMed]
3. Morgan H, McLean K, Chapman C, Fitzgerald J, Yousuf A, Hammoud M. The flipped classroom for medical students. Clin Teach. 2015;12:155–60. [PubMed]
4. Strayer JF. How learning in an inverted classroom influences cooperation, innovation and task orientation. Learn Environ Res. 2012;15:171–93.
5. Heitz C, Prusakowski M, Willis G, Franck C. Does the concept of the flipped classroom extend to the emergency medicine clinical clerkship? West J Emerg Med. 2015;16:851–5. [PMC free article] [PubMed]

Articles from Saudi Journal of Anaesthesia are provided here courtesy of Wolters Kluwer -- Medknow Publications