This concise book is clear in its goals: providing both the theoretical justifications and the specific technical considerations involved in using video for health care education. The authors are authorities who have made substantial contributions in the literature and in frequent seminars with medical educators, in which the practical consequences of the video approach can be tested. They contend that video archiving of student-patient interactions, followed by thoughtful evaluation by instructors, peers, and the students themselves, can best turn students from passive learners to active learners.
There is much to be said in support of the authors' hypothesis and of the simplified style and typographically varied format of their book. Each chapter begins with the rationale for using video for various purposes (eg, to illustrate, model, and evaluate) and concludes with precise directions and, often, detailed checklists to assure optimum benefits. An excellent glossary of video production terms is provided.
Gewertz BL. Teaching Creatively With Video: Fostering Reflection, Communication and Other Clinical Skills. JAMA. 1994;272(9):739. doi:10.1001/jama.1994.03520090109029
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