How to create effective instructional videos

The concept of ‘video teaching’, where an instructor uses their on-screen presence in the medium of video to teach, has risen exponentially over the past decade within medical education (Dong and Goh 2015). This is not surprising given the reported benefits of using such instructional videos. For educators, videos can: support an inclusive, flexible and accessible curriculum; allow for reusability or repurposing of resources across curricula or programmes; and provide opportunities for academic reflection and evaluation. However, there are some concerns that video instruction can lead to a downgraded pedagogical interaction, particularly as videos can be seen as a “passive” medium. To minimise these issues, there are specific steps that medical educators can undertake, involving planning, preparing, recording and using videos