BackgroundInformation technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education.MethodsWe performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire.ResultsNo significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format.ConclusionsWe suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.

Background Operating theatres are a unique learning environment that some learners find daunting. By employing orientations some of these fears can be reduced but these require operating theatre space and personnel and are not standardized. Methods We utilized a 360 ° camera to generate a “virtual” 360 ° video orientation. It was filmed in first-person perspective to improve engagement and to make it more experiential. Evaluation It was shown to 34 medical students in a tutorial setting before their first operating theatre experience. We analyzed their knowledge gain with use of a questionnaire and change in self-reported confidence using a 7-point Likert scale. The students’ knowledge improved from 38.4% to 78.2% (p < 0.01) as well as self-reported confidence from 4.3 to 6.1 (p < 0.01). Discussion The use of 360 ° video for a virtual operating theatre orientation improved knowledge and confidence of learners which suggests its expanded use in medical education.

Our analysis revealed that preoperative haemoglobin concentration, occurrence of significant complications and type of minimal access oesophagectomy predicted blood transfusion requirements in the patient population examined.

The use of this style of video was warmly received by students and opens the possibility of further use to enhance simulation training.