Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

Abstract

Background: A student's level of curiosity in a subject after learning about it through online videos has not been addressed well in the medical education field. The purpose of this study, therefore, was to investigate online learning's effect on the stimulation of curiosity and short-term learning outcomes in a blended framework of precision medical education.Methods: A mixed-methods research design was used. During the 2020 academic year, all fifth-year medical students who, prior to class, viewed 6 video clips that presented 6 core concepts were invited to complete a survey and self-reflection on their learning process to assess their level of curiosity in each concept. For each group of medical students, teaching assistants helped collect anonymous survey data and summative assessment scores representing the students' learning outcomes. Video-viewing patterns, attained through an action log transformation, were also coded for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare differences between groups, and multiple linear regression was used to select the factors affecting learning outcomes. Qualitative data were content-coded through a descriptive approach using thematic analysis.Results: Of 142 medical students, 136 watched the online videos, 124 responded to the questionnaires, and 92 provided comments. Students' curiosity levels after learning about each concept through online videos significantly correlated with the degree to which a concept was learned. Medical students spent a median of 1.6 h online, and pause frequency correlated with curiosity in certain concepts. Aroused curiosity was associated with short-term learning outcomes in inconsistent effect sizes and directions. Students' feedback revealed various dimensions of curiosity, including novelty acknowledgment, recognition of an information gap, and information-seeking requests.Conclusions: Curiosity can be induced through online video learning platforms and has a role in short-term learning outcomes in medical education.

The implementation of songs in teaching listening for young learners in online learning environment

“…These aspects support the theory that watching videos increases students' motivation and curiosity in learning because they show a desire to use and practice the language they hear and see (Hernawati et al 2021;Ho et al 2021;Kosterelioglu 2016). This evidence was also revealed when students were given vocabulary exercises, most of them did well on assignments or worksheets and they were able to remember the content better and get more information to clarify thinking ideas, feelings and events when the researcher gave questions.…”

Dimensions, Measures, and Contexts in Psychological Investigations of Curiosity: A Scoping Review

“…Of all the curiosity measures used, 226 (92%) articles relied solely on a Likert scale response format. Twelve articles (5%) investigated curiosity using only binary questions (e.g., Curiosity about Sexual Events scale using a True/False response format; single-item curiosity measure using Yes/No) [ 48 , 49 ]. Four articles (2%) used a mix of Likert and binary scales, such as in Reio et al’s work [ 50 ].…”

Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education

“…This cross-sectional mixed-methods study ( Figure 1 ) [ 34 , 35 ] administered a survey with scale-based (quantitative) questions and open-ended (qualitative) sections where respondents could provide comments [ 34 ]. The topic of acute liver failure constituted a section of a compulsory core course for surgery students in their fifth year of university [ 34 ]. Almost all students were 23 − 24 years of age.…”

“…Instructors using HyFlex can ensure instructional continuity during such disturbances [ 33 ]. The present state of medical teaching highlights the need to initiate a practical HyFlex class format under a blended learning structure because medical teaching relies heavily on online learning and online video materials [ 34 ].…”