Determinants and Outcomes of In-person Lecture Attendance in Medical School

Abstract

Introduction Attendance at in-person lectures in medical schools is declining with nearly 28.8% of all active, second-year medical students who reported "almost never" attending in-person lectures during their preclinical years. The objective of this study was to explore the relationship between medical student attendance and performance and investigate students' goal orientation as factors influencing their decision to attend. Methods Participants completed a survey at the end of their second year that asked to self-report attendance during each of the three preclinical semesters, factors that influenced attendance, and measured their goal orientation (GO). Student performance outcomes included all courses in the preclinical curriculum and USMLE Step 1 scores. Results There was a statistically significant reduction in frequency of attendance after each subsequent semester (p < .001). Third semester attendance, but not learning GO, was positively related to M2 course performance. Prove performance GO was positively related and third semester attendance was negatively related to Step 1 score after controlling for M2 course performance. Conclusions The pattern of declining lecture attendance in medical school with the rapid adoption of virtual learning triggered by the Covid-19 pandemic indicates students have taken more control over where and when they learn. Our results showed that students perceived in-person attendance at lectures was more valuable for balancing keeping up with coursework and maintaining social relationships and less valuable for efficient Step 1 preparation. Students' goal orientation may help identify individuals who are less likely to attend in-person. The full impact of the COVID-19 on student learning is yet to be determined.

Changes in medical student attendance and its impact on student educational outcomes: a systematic review protocol

“…Teachers and leads across all subjects report a very low attendance rate at small group and larger group teaching and whole cohort lectures and a similar phenomenon has been reported across other medical schools in the UK. Although the literature is still limited on this development, this appears to be a worldwide observation 1. At our institution and within the literature, this change in the attendance was noted to occur prior to the pandemic,2 but became significantly more noticeable following the return to in-person teaching postpandemic.…”

“…Although the literature is still limited on this development, this appears to be a worldwide observation. 1 At our institution and within the literature, this change in the attendance was noted to occur prior to the pandemic, 2 but became significantly more noticeable following the return to in-person teaching postpandemic.…”

Videos in Clinical Anesthesia

“…2 Moreover, an increasing number of learners seek digital alternatives or complements to in-person didactic lectures. While in-person lecture attendance in medical schools has dwindled over the years, further exacerbated by the COVID-19 pandemic, 3 virtual learning has been increasingly provided as a convenient option for medical education. The new generation of medical students and trainees value accessing learning materials with increased flexibility.…”

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

“…41 Another study also showed that following the COVID-19 pandemic, there has been an increase in the use of virtual learning. 42 Many medical students contend that in-person lecture attendance promotes balancing their social relationships with keeping up with coursework, and it is less critical than virtual learning for preparing for basic science examinations. 42 Understandably, widespread acceptance and use of educational technology will depend on whether or not the product is accessible, widely available, useful, usable, convenient to use, and affordable.…”

“…42 Many medical students contend that in-person lecture attendance promotes balancing their social relationships with keeping up with coursework, and it is less critical than virtual learning for preparing for basic science examinations. 42 Understandably, widespread acceptance and use of educational technology will depend on whether or not the product is accessible, widely available, useful, usable, convenient to use, and affordable. 34 However, the major barriers to using digital technologies may include limited interactive content, cost constraints, lack of portability, lack of space and quiet environment for those living in crowded conditions, insufficient access to data, and poor internet connectivity.…”