Focus on errors in skills education: video production as an assessment tool

As suggested by Lodewyk (2009) correct performance of motor skills is inherently related to critical thinking skills. Critical thinking is mainly characterized by challenging students to produce unique solutions to problems (McBride & Bonnette, 1995). Lodewyk and colleagues focused in their research (2009) on physical education and demonstrated that critical thinking skills could help learners to correct misconceptions about motor skills.

In health professions, such as nursing, misconceptions in cognition and performance have a great impact and endanger the life of the patient. To encounter this issue, we have developed and implemented a new way to grasp students' attention to (the danger of) misconceptions in their clinical skills.
In this session we will first discuss our teaching method. Students are didactically trained, instructed and supported to produce audiovisual material on a selection of motor skills in the field of health sciences (nursing, medical, pharmaceutical, … skills). They are instructed to generate different audiovisual products (pictures, instructional video and video showing synchronous right versus wrong instruction) and implement multimedia principle such as Mayer's principles (2001). Due to this active process (i.e. learning by doing) students gain deeper insight into the issue of misconceptions. Secondly, we will discuss the assessment process and demonstrate some examples of the students' work.

The process and production of their assignment took centre stage of the assessment. More specifically, the product was evaluated on the quality of pedagogical instruction, multimedia principles implementation and the understanding of the misconception itself.

While we focus on health sciences, this teaching method and assessment is easily applicable to any other field.