The use of videos in blended learning to enhance students’ learning in systems-based patient assessment with development of associated clinical skills: an Analysis


  • Geeta Hitch University of Hertfordshire, College Lane Campus
  • Julia Williams School of Health and Social Work University of Hertfordshire
  • Anthony Herbland School of Health and Social Work University of Hertfordshire
  • James Bowen School of Pharmacy, University of Hertfordshire, College Lane Campus & Hamad Medical Corporation Ambulance Services (Qatar)
  • Sarah Anne Jardine School of Health and Social Work University of Hertfordshire
  • Paul Power School of Health and Social Work University of Hertfordshire
  • Gary Venstone School of Health and Social Work University of Hertfordshire


Blended Learning, Clinical Skills, Patient Assessment, Pharmacy, Videos


Background: Many healthcare programmes require students to learn practical skills that involve the physical assessment of patients. Videos of clinical skills can reinforce this learning .

Aim: To develop and evaluate the usefulness of video learning resources relating to clinical skills in patient assessment.

Method: Videos demonstrating approaches to patient assessment were developed to support third year pharmacy undergraduates (n=113) undertaking a module in Patient Assessment. These were evaluated as a learning resource, via a structured questionnaire and by weekly reflective diaries.

Results: Out of 85 (75%) respondents, 73% (n=62) viewed the videos as a positive supplement for learning and 79% (n=67) acknowledged these as an invaluable revision aid. Over 90% (n=77) found the videos extremely useful in the learning of communication skills.

Conclusion: Videos engage and enhance the student learning experience and may provide a sustainable resource for the support and training of teaching staff. 


Andrew, M. (2008) “Student evaluation of video podcasts to augment live lectures in Pharmaceutical Microbiology”, 3rd International Blended Learning Conference, Hatfield, 18 – 19th June, 2008.

Arabasz, P. & Baker, M.B. (2003) Evolving campus support models for e-learning courses. Educause Center for Applied Research (online). Available at: library/pdf/ecar_ so/ers/ERS0303/EKF0303.pdf. Accessed: August 2012.

Bostock, S.J. (1998) Constructivism in Mass Higher Education: a Case Study. British Journal of Educational Technology, 29(3), 225-240.

Future pharmacists: Standards for the initial

education and training of pharmacists. General Pharmaceutical Council (online). Available at: standardsand policy/index.aspx. Accessed: August 2012.

Garrison D.R. & Vaughan, N.D. (2008) Blended Learning in Higher Education. San Francisco. J Wiley & Sons.

Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods: FEU.

Grewal, S. (2009) “Developing the use of video sharing websites in the education of medical students in gastroenterology”, eLearning in Health: working together to enhance learning Conference. University of Warwick, Coventry, UK, 16-17th July, 2009.

Jonassen, D.H, Peck, K.L. & Wilson, B.G. (1999) Learning with technology: a constructivist perspective. Upper Saddle River, NJ: Merrill.

Marquis, C. (2004) WebCT Survey Discovers A Blend of Online Learning and Classroom-Based Teaching Is The Most Effective Form Of Learning Today, (online). Available at: ViewContent? contentID=19295938. Accessed: August 2012.

Shewbridge, W. & Berge, Z.L. (2004) The role of theory and technology in learning video production: the challenge of change. International Journal on E-Learning, 3, 31–39.





Research Article