{"id":{"repo_id":"auckland-ms","oai_identifier":"oai:researchspace.auckland.ac.nz:2292/74706"},"canonical_url":"https://search.dev.ndltd.org/etd/auckland-ms/oai:researchspace.auckland.ac.nz:2292/74706","repository":{"repo_id":"auckland-ms","name":"University of Auckland","base_url":"https://researchspace.auckland.ac.nz/server/oai/request"},"display":{"title":"The Role and Appraisal of Online Videos in Postgraduate Health Education","abstract":"Introduction There is an increasing availability of online medical videos for health professionals to use for learning procedural skills; however, their quality varies greatly. Currently, there is a lack of quality assessment tools for evaluating the quality of such videos. This thesis reports on the process of developing, testing and refining a practical and user-friendly quality assessment rubric for evaluating the quality of online videos used for teaching procedural skills. Methods This research employed a mixed-methods pragmatist approach with five sequential phases. Phase 1 involved a scoping review to identify key factors influencing video quality. Phase 2 comprised the creation of a high-quality exemplar video to understand the barriers and facilitators to video creation. Phase 3 consisted of a modified Delphi study to identify the items that would make up the provisional rubric, followed by a content validity audit to determine the rubric’s initial items. Phase 4 assessed the rubric’s psychometric properties using Exploratory and Confirmatory Factor Analysis (EFA and CFA), and reliability testing. Finally, Phase 5 evaluated the rubric's acceptability, feasibility, and user experience. Findings The scoping review found that there is a lack of information on the quality appraisal of online videos, especially the development of robust appraisal tools. A video in the processing of a skeletal muscle biopsy was created, and the barriers and facilitators to this process were identified. A rubric was developed to assess the quality of online videos used to teach procedural skills, with good content validity. EFA, CFA and reliability testing determined a three-factor rubric with 17 questions that had acceptable construct validity and reliability. While the rubric possesses strong qualities in terms of accessibility and feasibility, the user feedback shows that further refinement may be necessary to enhance its overall appeal and promote broader adoption. Conclusion The developed rubric offers a valuable instrument for health professionals to assess video resources before using them for learning or teaching procedural skills. It can be used for peer review of video quality before publication on online platforms or for self-evaluation of video quality before being used for teaching, promoting the dissemination of high-quality educational resources.","abstract_html":"Introduction There is an increasing availability of online medical videos for health professionals to use for learning procedural skills; however, their quality varies greatly. Currently, there is a lack of quality assessment tools for evaluating the quality of such videos. This thesis reports on the process of developing, testing and refining a practical and user-friendly quality assessment rubric for evaluating the quality of online videos used for teaching procedural skills. Methods This research employed a mixed-methods pragmatist approach with five sequential phases. Phase 1 involved a scoping review to identify key factors influencing video quality. Phase 2 comprised the creation of a high-quality exemplar video to understand the barriers and facilitators to video creation. Phase 3 consisted of a modified Delphi study to identify the items that would make up the provisional rubric, followed by a content validity audit to determine the rubric’s initial items. Phase 4 assessed the rubric’s psychometric properties using Exploratory and Confirmatory Factor Analysis (EFA and CFA), and reliability testing. Finally, Phase 5 evaluated the rubric's acceptability, feasibility, and user experience. Findings The scoping review found that there is a lack of information on the quality appraisal of online videos, especially the development of robust appraisal tools. A video in the processing of a skeletal muscle biopsy was created, and the barriers and facilitators to this process were identified. A rubric was developed to assess the quality of online videos used to teach procedural skills, with good content validity. EFA, CFA and reliability testing determined a three-factor rubric with 17 questions that had acceptable construct validity and reliability. While the rubric possesses strong qualities in terms of accessibility and feasibility, the user feedback shows that further refinement may be necessary to enhance its overall appeal and promote broader adoption. Conclusion The developed rubric offers a valuable instrument for health professionals to assess video resources before using them for learning or teaching procedural skills. It can be used for peer review of video quality before publication on online platforms or for self-evaluation of video quality before being used for teaching, promoting the dissemination of high-quality educational resources.","abstract_has_math":false,"creators":["Srinivasa, Komal"],"institution":"ResearchSpace@Auckland","degree_name":"PhD","degree_level":"Doctoral","degree_discipline":"Health Sciences","degree_department":null,"school":null,"contributors":[],"advisors":["Moir, Fiona","Henning, Marcus","Chen, Yan","Goodyear-Smith, Felicity"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T01:03:56Z","subjects":["Rubric validation","online video","health professional education","video quality"],"languages":[],"rights":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."],"rights_urls":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2292/74706","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Moir, Fiona","Henning, Marcus","Chen, Yan","Goodyear-Smith, Felicity"]},{"key":"dc:creator","label":"Author","values":["Srinivasa, Komal"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-02-16T19:11:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["ResearchSpace@Auckland"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Health Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Auckland"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Rubric validation","online video","health professional education","video quality"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."]},{"key":"dc:rights.uri","label":"Rights URI","values":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2292/74706"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Introduction There is an increasing availability of online medical videos for health professionals to use for learning procedural skills; however, their quality varies greatly. Currently, there is a lack of quality assessment tools for evaluating the quality of such videos. This thesis reports on the process of developing, testing and refining a practical and user-friendly quality assessment rubric for evaluating the quality of online videos used for teaching procedural skills. Methods This research employed a mixed-methods pragmatist approach with five sequential phases. Phase 1 involved a scoping review to identify key factors influencing video quality. Phase 2 comprised the creation of a high-quality exemplar video to understand the barriers and facilitators to video creation. Phase 3 consisted of a modified Delphi study to identify the items that would make up the provisional rubric, followed by a content validity audit to determine the rubric’s initial items. Phase 4 assessed the rubric’s psychometric properties using Exploratory and Confirmatory Factor Analysis (EFA and CFA), and reliability testing. Finally, Phase 5 evaluated the rubric's acceptability, feasibility, and user experience. Findings The scoping review found that there is a lack of information on the quality appraisal of online videos, especially the development of robust appraisal tools. A video in the processing of a skeletal muscle biopsy was created, and the barriers and facilitators to this process were identified. A rubric was developed to assess the quality of online videos used to teach procedural skills, with good content validity. EFA, CFA and reliability testing determined a three-factor rubric with 17 questions that had acceptable construct validity and reliability. While the rubric possesses strong qualities in terms of accessibility and feasibility, the user feedback shows that further refinement may be necessary to enhance its overall appeal and promote broader adoption. Conclusion The developed rubric offers a valuable instrument for health professionals to assess video resources before using them for learning or teaching procedural skills. It can be used for peer review of video quality before publication on online platforms or for self-evaluation of video quality before being used for teaching, promoting the dissemination of high-quality educational resources."]},{"key":"dc:title","label":"Title","values":["The Role and Appraisal of Online Videos in Postgraduate Health Education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Moir, Fiona","Henning, Marcus","Chen, Yan","Goodyear-Smith, Felicity"],"dc:creator":["Srinivasa, Komal"],"dc:date.accessioned":["2026-02-16T19:11:31Z"],"dc:date.issued":["2025"],"dc:description.abstract":["Introduction There is an increasing availability of online medical videos for health professionals to use for learning procedural skills; however, their quality varies greatly. Currently, there is a lack of quality assessment tools for evaluating the quality of such videos. This thesis reports on the process of developing, testing and refining a practical and user-friendly quality assessment rubric for evaluating the quality of online videos used for teaching procedural skills. Methods This research employed a mixed-methods pragmatist approach with five sequential phases. Phase 1 involved a scoping review to identify key factors influencing video quality. Phase 2 comprised the creation of a high-quality exemplar video to understand the barriers and facilitators to video creation. Phase 3 consisted of a modified Delphi study to identify the items that would make up the provisional rubric, followed by a content validity audit to determine the rubric’s initial items. Phase 4 assessed the rubric’s psychometric properties using Exploratory and Confirmatory Factor Analysis (EFA and CFA), and reliability testing. Finally, Phase 5 evaluated the rubric's acceptability, feasibility, and user experience. Findings The scoping review found that there is a lack of information on the quality appraisal of online videos, especially the development of robust appraisal tools. A video in the processing of a skeletal muscle biopsy was created, and the barriers and facilitators to this process were identified. A rubric was developed to assess the quality of online videos used to teach procedural skills, with good content validity. EFA, CFA and reliability testing determined a three-factor rubric with 17 questions that had acceptable construct validity and reliability. While the rubric possesses strong qualities in terms of accessibility and feasibility, the user feedback shows that further refinement may be necessary to enhance its overall appeal and promote broader adoption. Conclusion The developed rubric offers a valuable instrument for health professionals to assess video resources before using them for learning or teaching procedural skills. It can be used for peer review of video quality before publication on online platforms or for self-evaluation of video quality before being used for teaching, promoting the dissemination of high-quality educational resources."],"dc:identifier.uri":["https://hdl.handle.net/2292/74706"],"dc:publisher":["ResearchSpace@Auckland"],"dc:rights":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."],"dc:rights.uri":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"],"dc:subject":["Rubric validation","online video","health professional education","video quality"],"dc:title":["The Role and Appraisal of Online Videos in Postgraduate Health Education"],"dc:type":["Thesis"],"thesis:degree_discipline":["Health Sciences"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["PhD"],"thesis:institution_name":["The University of Auckland"]},"updated_at":"2026-07-24T01:03:56Z"}