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Implementing Rubric-Based Peer Review for Video Microlecture Design in Health Professions Education

Abstract

Efficient and effective instructional materials designed for asynchronous learning are increasingly important in health professions curricula. Video microlectures are an effective instructional method, but many faculty lack training in applying best-practice multimedia principles to development of their own recorded microlectures. Here we report a rubric designed for use in a peer-review process to evaluate and improve microlectures. The one-page rubric provides a framework for application of multimedia principles and cognitive load theory to microlecture design. Quality improvement of microlectures following redesign according to rubric elements is supported by increased student viewership, which coincided with higher rubric peer review scores.

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Correspondence to Yerko Berrocal.

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This study was part of a quality improvement project approved by the University of Illinois College of Medicine Peoria Institutional Review Board (IRB#1148244–1).

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The authors declare no competing interests.

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Berrocal, Y., Regan, J., Fisher, J. et al. Implementing Rubric-Based Peer Review for Video Microlecture Design in Health Professions Education. Med.Sci.Educ. (2021). https://doi.org/10.1007/s40670-021-01437-1

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Keywords

  • Microlecture
  • Rubric
  • Peer review
  • Video
  • Asynchronous