First-person video experiences as a vicarious, virtual alternative to in-person basic science labs

Area of Science:

• Medical Education
• Anatomy
• Microbiology

Background:

• The COVID-19 pandemic necessitated a shift to emergency remote teaching (ERT) for basic science laboratories.
• Traditional hands-on laboratory instruction faced significant challenges in remote settings.

Purpose of the Study:

• To share effective strategies for conducting basic science laboratories via ERT.
• To evaluate student perceptions of virtual laboratory demonstrations recorded from a first-person perspective.

Main Methods:

• Gross anatomy, neuroanatomy, and clinical microbiology labs were adapted using first-person videos of faculty-led activities.
• Student perceptions were gathered using a 5-question survey, including close-ended and open-ended questions.
• Quantitative analysis of close-ended responses and qualitative content analysis of the open-ended question were performed.

Main Results:

• First-person videos successfully mimicked the student laboratory experience across gross anatomy, neuroanatomy, and clinical microbiology.
• Over 70% of students in all three courses agreed or strongly agreed that the videos simulated a sense of being physically present in the lab.
• Survey data provided insights into student engagement and the perceived effectiveness of virtual lab components.

Conclusions:

• Video technology enabled faculty to replicate the essential student experience of basic science laboratories remotely.
• Virtual participation through video demonstrations proved to be a valuable tool for maintaining learning continuity.
• The study highlights the potential of innovative video strategies in overcoming challenges posed by remote science education.