Are recorded lectures suitable for medical students?
Impact of attending lectures on medical students' outcome
DOI:
https://doi.org/10.31686/ijier.vol9.iss5.3034Keywords:
Online medical education, Live versus recorded lectures, attendance among medical students, lecture delivery and outcomeAbstract
Background: During the Covid -19 lockdown, the Faculty of Medicine at the University of Balamand adopted the Webex platform to deliver the lectures live for the students. All lectures were also recorded and posted. This study compares the results of students who attended the live online lectures with those who only reviewed the recordings of the lectures, taking the previous year’s rank into consideration.
Method: We retrieved attendance data of Med 2 students and their grades for 7 modules. We also had access to the previous year’s rank as predictor of outcome. The students had two types of exams, the standardized NBME questions and in-house questions prepared by the lecturers. The students rank from the previous year was used to divide the students into the top 20%of the class, the lower 20% and the rest. Analysis to assess the impact of attendance on outcome was made for the two types of exams, and for the different groups of students.
Results: Our analysis shows a significant correlation between the two types of questions, and a significant correlation between attendance and the previous years’ rank. Also for all the groups, attendance had a significant contribution to the outcome, more significant among the top students and the bottom of the class students.
Conclusion: This study shows the importance of attending lectures even if they are online, not only for the poor performing students but also for the top 20%. Recorded lectures may be a beneficial adjunct but not a replacement of live lectures, at least for now.
Downloads
References
Sarkar, S., 2020. A Brief History of Online Education | Adamas University. [online] Adamas University. Available at: <http://adamasuniversity.ac.in/a-brief-history-of-online-education/> [Accessed 16 February 2021].
Allen, E. and Seaman, J., 2013. Changing Course: Ten Years of Tracking Online Education in the United States. [ebook] Babson Survey Research Group. Available at: <https://files.eric.ed.gov/fulltext/ED541571.pdf> [Accessed 16 February 2021].
Kasat, P., Gupta, S., Jadhav, R. and Muthiyan, G., 2018. The Study of Usage of Online Learning Resources in Medical Courses. INTERNATIONAL JOURNAL OF RESEARCH IN ELECTRONICS AND COMPUTER ENGINEERING, [online] 6(1). Available at: <https://www.researchgate.net/publication/326327655_The_Study_of_Usage_of_Online_Learning_Resources_in_Medical_Courses> [Accessed 16 February 2021].
Cardall, S., Krupat, E. and Ulrich, M., 2008. Live lectures versus video-recorded lectures: are students voting with their feet?. Academic Medicine, [online] 83(12). Available at: <https://www.researchgate.net/publication/23989897_Live_Lecture_Versus_Video-Recorded_Lecture_Are_Students_Voting_With_Their_Feet> [Accessed 16 February 2021]. DOI: https://doi.org/10.1097/ACM.0b013e31818c6902
2018. Medical School Year Two Questionnaire 2017 All Schools Summary Report. [ebook] AAMC. Available at: <https://www.aamc.org/media/9326/download> [Accessed 16 February 2021].
Traphagan, T., Kucsera, J. and Kishi, K., 2009. Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development, [online] 58(1), pp.19-37. Available at: <https://www.jstor.org/stable/40603137> [Accessed 16 February 2021]. DOI: https://doi.org/10.1007/s11423-009-9128-7
Franklin, D., Gibson, J., Samuel, J., Teeter, W. and Clarkson, C., 2014. Use of Lecture Recordings in Medical Education. Medical Science Educator, [online] 21, pp.21-28. Available at: <https://link.springer.com/article/10.1007/BF03341590#citeas> [Accessed 16 February 2021]. DOI: https://doi.org/10.1007/BF03341590
Gupta, A. and Saks, N., 2013. Exploring medical student decisions regarding attending live lectures and using recorded lectures. Medical Teacher, [online] 35(9), pp.767-771. Available at: <https://pubmed.ncbi.nlm.nih.gov/23869431/> [Accessed 16 February 2021]. DOI: https://doi.org/10.3109/0142159X.2013.801940
Brockfeld, T., Muller, B. and Laffolie, J., 2018. Video versus live lecture courses: a comparative evaluation of lecture types and results. Medical Education Online, [online] 23(1). Available at: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6300084/> [Accessed 16 February 2021]. DOI: https://doi.org/10.1080/10872981.2018.1555434
McNulty, J., Hoyt, A. and Naheedy, R., 2011. A Three-year Study of Lecture Multimedia Utilization in the Medical Curriculum: Associations with Performances in the Basic Sciences. Medical Science Educator, [online] 21, pp.29-36. Available at: <https://www.semanticscholar.org/paper/A-Three-year-Study-of-Lecture-Multimedia-in-the-in-McNulty-Hoyt/8093520cddd6b56ea7f77d3f89f8077a92f377a9> [Accessed 16 February 2021].
Liu, R., Relan, A. and Napolitano, J., 2020. The Efficiency of Online “Inked” Videos Versus Recorded PowerPoint Lectures on Teaching Pathophysiology to Medical Students in Pre-Clerkship Years: A Pilot Study. Journal of Medical Education and Curricular Development, [online] 7, pp.1-6. Available at: <https://www.researchgate.net/publication/338730782_The_Efficiency_of_Online_Inked_Videos_Versus_Recorded_PowerPoint_Lectures_on_Teaching_Pathophysiology_to_Medical_Students_in_Pre-Clerkship_Years_A_Pilot_Study> [Accessed 16 February 2021]. DOI: https://doi.org/10.1177/2382120519897031
Shaw, G. and Molnar, D., 2011. Non-Native English Language Speakers Benefit Most from the Use of Lecture Capture in Medical School. Biochemistry and Molecular Biology Education, [online] 39(6), pp.416-420. Available at: <https://eric.ed.gov/?id=EJ948615> [Accessed 16 February 2021]. DOI: https://doi.org/10.1002/bmb.20552
Topale, L., 2016. The strategic use of lecture recordings to facilitate an active and self-directed learning approach. BMC Medical Education, [online] 16, p.201. Available at: <https://www.researchgate.net/publication/306088412_The_strategic_use_of_lecture_recordings_to_facilitate_an_active_and_self-directed_learning_approach> [Accessed 16 February 2021]. DOI: https://doi.org/10.1186/s12909-016-0723-0
Danielson, J., Preast, V. and Bender, H., 2014. Is the effectiveness of lecture capture related to teaching approach or content type?. Computers & Education, [online] 72, pp.121-131. Available at: <https://www.researchgate.net/publication/259127182_Is_the_effectiveness_of_lecture_capture_related_to_teaching_approach_or_content_type> [Accessed 16 February 2021]. DOI: https://doi.org/10.1016/j.compedu.2013.10.016
Schreiber, B., Fukuta, J. and Gordon, F., 2010. Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial. BMC Medical Education, [online] 10(1), p.68. Available at: <https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-10-68#citeas> [Accessed 16 February 2021]. DOI: https://doi.org/10.1186/1472-6920-10-68
Wenger, S., Hobbs, G., Williams, H., Jays, M. and Ducatman, B., 2009. Medical student study habits: practice questions help exam scores. Medical Science Educator, 19(4), pp.170-172.
Solomon, D., Ferenchick, G., Laird-Fick, H. and Kavanaugh, K., 2004. A randomized trial comparing digital and live lecture formats. BMC Medical Education, [online] 4. Available at: <https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-4-27#citeas> [Accessed 16 February 2021]. DOI: https://doi.org/10.1186/1472-6920-4-27
Schnee, D., Ward, T., Philips, E., Torkos, S., Mullakary, J., Tataronis, G. and Felix-Getzik, E., 2019. Effect of Live Attendance and Video Capture Viewing on Student Examination Performance. American Journal of Pharmaceutical Education, [online] 83(6), p.6897. Available at: <https://www.ajpe.org/content/83/6/6897.abstract> [Accessed 16 February 2021]. DOI: https://doi.org/10.5688/ajpe6897
Pei, L. and Wu, H., 2019. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online, [online] 24(1). Available at: <https://pubmed.ncbi.nlm.nih.gov/31526248/> [Accessed 16 February 2021]. DOI: https://doi.org/10.1080/10872981.2019.1666538
Chua, A., 2002. The Influence of Social Interaction on Knowledge Creation. Journal of Intellectual Capital, [online] 3(4), pp.375-392. Available at: <https://www.researchgate.net/publication/234021435_The_Influence_of_Social_Interaction_on_Knowledge_Creation> [Accessed 16 February 2021]. DOI: https://doi.org/10.1108/14691930210448297
Horn, D., 2020. Recorded Lectures are Not for Everyone: Lower-Performing Students Benefit from Attending Live Lectures. Optometric Education, [online] 46(1). Available at: <https://journal.opted.org/article/recorded-lectures-are-not-for-everyone-lower-performing-students-benefit-from-attending-live-lectures/> [Accessed 16 February 2021].
Burton, W., Ma, T. and Grayson, M., 2017. The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing. Journal of Medical Education and Curricular Development, [online] 4, pp.1-6. Available at: <https://journals.sagepub.com/doi/full/10.1177/2382120517720215> [Accessed 16 February 2021]. DOI: https://doi.org/10.1177/2382120517720215
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Ghassan Nabbout, Dima Bchennaty, Pierre Zalloua
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
Accepted 2021-03-22
Published 2021-05-01
