Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial

Abstract

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.

Using an online student response system, Socrative, to facilitate active learning of Physiology by first year graduate entry to medicine students: a feasibility study

“…This is particularly true with regard to the role of traditional, passive, didactic lectures, which, in spite of the large body of evidence indicating that they are a relatively ineffective way of maximising student learning and understanding (Bransford et al 2000, Frederick 1986, Stuart and Rutherford 1978, are still the primary mode of 'information transfer' utilised by most places of higher education. Indeed, their function becomes even less clear when one considers that students can now easily access a wealth of useful, and often better, educational information on the internet and, increasingly, can also view recorded lectures (Cardall et al 2008, Chandra 2011, Dupagne et al 2009, McNulty et al 2009, Schreiber et al 2010, Soong et al 2006, Traphagan et al 2010, Vaccani et al 2016, Young 2008. With these thoughts in mind, many educators are now utilising their relatively limited face-to-face time with students in a much more student-focussed manner in order to maximise their learning and understanding.…”

Perceptions and preferences of medical students regarding teaching methods in a Medical College, Mangalore India

“…Students identified inappropriate teaching methods (15%) and large class room size with excessive disturbance (10.8%) barriers in class room learning. Some reports have shown that students' inactivity in traditional teacher-centered classes would make them bored and exhausted that consequently would decrease their concentration and learning and finally would result in their absence from the classroom 11 . A statically significant difference was found between the male and female students.…”

The Use of Pre-recorded Lectures on Student Performance in Physiology

“…Our study, along with others, elucidates that PRL implementation can provide additional, supplementary options of study methods for students (Cardall, Krupat, & Ulrich, 2008, Schreiber, Fukuta, Gordon, 2010. Although PRL may improve learning of factual details, its use in replacing LL may hinder students from conceptualizing complex information sometimes due to technical challenge (Rose, 2009).…”