The move to online learning in healthcare has increased demand for instructional videos and for development staff. If positions are filled from other fields new hires must navigate unfamiliar contexts. PD on collaboration and best practices for healthcare videos can support these transitional employees and develop solid teams.

The move to online learning in healthcare that accelerated during the COVID-19 crisis continues to expand, and with it, an increase in the demand for instructional videos and for experienced multimedia development staff to pr. As a result, design and development positions for healthcare training and education departments must often be filled by hiring candidates with experience in other fields. Consequently, new hires must often navigate unfamiliar contexts and may feel that their skillset no longer fits the context of their productions. This presentation highlights the collaboration and professional development strategies used by a healthcare Learning Design and Technology group. These strategies support employees to navigate new contexts and to come to a consensus on the best practices and workflow for designing effective instructional healthcare videos. This has resulted in a solid team of professionals who collaborate to fill knowledge gaps and cross-train to support one another. The authors work for a healthcare institution that conducts cutting-edge research and provides treatment and education for patients, families, students, post-docs, and practitioners. This broad range in purpose and audience for media presents unique challenges for new employees who must come up to speed quickly on many contextual factors that impact the design and development of effective instruction. Because instructional videos are typically included in all our courses, it was vital that our team learned to collaborate effectively in the design and production of video products. Over the past three years, our Learning Design and Technology group has grown quickly and we have hired team members with strengths in many areas. However, upon hire, very few of these team members possessed the entirety of contextual knowledge required for producing effective instructional videos for our organization. For instructional and multimedia designers, a knowledge of these contexts is essential. Contextual understanding is important because instructional designers and multimedia producers need a clear vision of the final product before and during filming and to guide the editing process. This vision must consider the real-world context in which learners will apply the skills taught in the videos. Research has shown that the ability of a learner to effectively transfer and apply what they learn in the real world depends in part on how closely the learning context is aligned to the performance context where learners will apply what they have learned (Dolmans, De Grave, Wolfhagen, & Van der Vleuten, 2005; Larson & Lockee, 2020; Lave & Wenger, 1991). Yet, team members not only needed to build their knowledge of these contexts, but also needed to come to a consensus on the workflow and best practices to be applied in the production of instructional videos (Brame, 2016; Butler, Moore, & Paquette, 2022; Seethaler, et al., 2020; van der Meij, & van der Meij, 2013; & Wang, Stern, & Waite, 2023). Finally, it was also important for effective teamwork for everyone to understand and appreciate the strengths that other team members brought to the process (Meyers, van Woerkom, & Bauwens, 2023). We used a combination of strategies for professional development, cross-training, reciprocal teaching, and mentoring to build individual and collective knowledge of these contexts. This, in turn, fostered team collaboration and the concerted effort of all parties to address these discrepancies. The required areas of contextual knowledge that we targeted in our professional development efforts included: • Medical practice and terminology • Instructional video design and development • Research-based design principles for instructional videos • Accessibility for healthcare and at-risk populations • Best practices for effective instructional videos on healthcare topics • Strategies for incorporating Universal Design for Learning (UDL) • Collective knowledge of the workflow, tasks, and strengths of all team members During this presentation, we will share our strategies for building the contextual knowledge of our team members and will highlight the lessons learned from our efforts. We’ll also share the best practice checklist that our team collaboratively developed from a review of the research on effective instructional video design and development. We will then give attendees an opportunity to use that checklist to experience the collaborative process of “rating” some of our video samples. References: Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sci Educ, 15:es6,1 - 15:es6,6. DOI:10.1187/cbe.16-03-0125 Butler, E. F., Moore, D. W., & Paquette, D. J. (2022). How to produce effective how-to library videos. Infotoday.com, 14-17. Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., & Van Der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732-741. doi: 10.1111/j.1365-2929.2005.02205.x Larson, M. B., & Lockee, B. B. (2020). Streamlined ID: A practical guide to instructional design. (2nd ed.). NY: Routledge/Taylor & Francis. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Meyers, M. C., van Woerkom, M., & Bauwens, R. (2023). Stronger together: A multilevel study of collective strengths use and team performance. Journal of Business Research, 159. https://doi.org/10.1016/j.jbusres.2023.113728 Seethaler, S., Burgasser, A. J., Bussey, T. J., Eggers, J., Lo, S. M., Rabin, J. M., Stevens, L., & Weizman, H. (2020). A research-based checklist for development and critique of STEM instructional videos. Journal of College Science Teaching, 50(1), 21-27. https://www.jstor.org/stable/10.2307/27119226 van der Meij, H., & van der Meij, J. (2013). Eight guidelines for the design of instructional videos for software training. Technical Communication, 60(3), 205-228. https://www.jstor.org/stable/43095461 Wang, N., Stern, R. J., & Waite, L. (2023). Workflow for designing instructional videos to support place-based geoscience education for geoscience majors. Journal of Geoscience Education, 71:1, 107-125, DOI: 10.1080/10899995.2022.2093543