Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

Abstract

Access to the full text of the published version may require a subscription. Rights AbstractBackground: There is increasing concern amongst educators that the provision of recorded

Impact of recorded lectures on classroom attendance in PharmD didactic courses

“…[7][8][9] Consequently, pharmacy educational institutions have strived to implement technology solutions, such as digital learning using online assignments and assessments, podcasts, telemedicine, and virtual cadaver tables for hands-on teaching and learning anatomy in face-to-face classroom learning environments, in order to meet student learning needs [8,[10][11][12][13][14][15][16][17] . In order to meet the demands of a digitalized society, many professional schools provide students with a wealth of enhancements to aid student learning [7,9,18,19] . A commonly implemented technology is the creation of on-demand audio and/or video recording of face-to-face lectures that can be accessed by students outside of regularly scheduled class times [9,19] .…”

“…In order to meet the demands of a digitalized society, many professional schools provide students with a wealth of enhancements to aid student learning [7,9,18,19] . A commonly implemented technology is the creation of on-demand audio and/or video recording of face-to-face lectures that can be accessed by students outside of regularly scheduled class times [9,19] . Although technology alone cannot meet all student learning needs, on-demand audio and video recordings of lectures allow students to review course material at their convenience and at their own pace.…”

“…Although technology alone cannot meet all student learning needs, on-demand audio and video recordings of lectures allow students to review course material at their convenience and at their own pace. Faculty and administration in many disciplines have expressed concerns that the integration of such technology greatly reduces in-person (i.e., face-to-face) class attendance in pharmacy, medical, graduate, and undergraduate institutions across the country [7,9,[19][20][21][22][23] . This perceived drop in student attendance has led professional school administrators and faculty members to debate whether online access to course materials should be limited or reduced [5,7,19] .…”

“…These results ranged from a significant drop in attendance [7,21] . and a minimum/low decrease in attendance, [9] to no decrease in attendance [9,[24][25][26][27] , when students were given access to recorded lectures. These discussions have raised the issue of whether or not students who do not attend class in-person should be given online access to recorded and/or video-captured lectures [9,28] .…”

El webcast como estrategia de aprendizaje significativo en la Fisiología Cardiovascular

“…Por su parte Rae y McCarthy utilizaron el webcast antes de las clases magistrales de Fisiología en un curso pre-médico, encontrando que este grupo obtuvo calificaciones significativamente más altas en varios formatos de examen en comparación con el grupo control, pero solo el 15% de la clase informó haber revisado la totalidad del material entregado en este formato (17). No obstante estos mismos investigadores en otro estudio, encuestaron a 191 estudiantes, encontrando que el 79% de los estudiantes que recibieron los webcast previos a la clase magistral, manifestaron su preferencia por esta última estrategia de enseñanza (18). En nuestra región, Mejía y cols, encontraron que el 75% de los estudiantes de un curso de Bioquímica expuestos a la metodología de caso clínico con uso de video, la consideraron como excelente estrategia para entender las respuestas fisiológicas en los casos analizados (19).…”