How effective are video animations in practitioner education? A systematic review of trials: Presenter(s): Nadia Benhebil, Hull York Medical School, United Kingdom

Video animations are increasingly available and used educationally but their effectiveness has not been evaluated systematically. This review aimed to collate trials of video animations versus other forms of delivery of educational content, when used with student or qualified healthcare practitioners. Included studies had the following features: controlled design with random or quasi-random allocation; student or qualified practitioners of any discipline; comparing video animation with another format (e.g. textbook, spoken lecture, static images); animation delivered either instead of, or in addition to another format. The primary outcome was knowledge; secondary outcomes were attitudes and cognitions (e.g. satisfaction); behaviours (e.g. skills). Multiple digital databases were searched from 1996-2021 using a defined strategy. We also undertook citation searching. We used dual, independent decision-making for inclusion assessment, data extraction and quality appraisal. Included studies were appraised using the Cochrane ROB2 tool. Findings: were reported using narrative synthesis. We included 11 studies, ten that recruited student practitioners and one that recruited qualified practitioners, (total n=862). Studies evaluated cartoon animations or 2D/3D animations. Knowledge was assessed in eight studies, showing in all cases higher levels of knowledge from animations. Attitudes and cognitions were assessed in five studies, and animations resulted in positive outcomes in three studies, no difference in one study, and worse outcomes in one study. Behaviours were assessed in four studies, with animations resulting in positive outcomes in two studies. Overall risk of bias was rated as ‘high’ in eight studies and ‘some concerns’ in three studies. The overall evidence base is small and all included studies had ‘high’ or ‘some’ risk of bias. Video animations show promise for use in practitioner education, particularly for effects on knowledge, but there is a need for bigger, better designed trials.