Medical Student Evaluations of Lectures Attended in Person or From Rural Sites via Interactive Videoconferencing

Callas, Peter W.; Bertsch, Tania F.; Caputo, Michael; Flynn, Brian S.; Doheny-Farina, Stephen; Ricci, Michael A.

doi:10.1207/s15328015tlm1601_10

Cited by 47 publications

(47 citation statements)

References 8 publications

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“…However, whilst there may be no significant difference in medical student attendance of live or remote lectures (Mattick, Crocker, and Bligh 2007), the current study shows that the remote site experience may be qualitatively less satisfying due to the diminished degree of engagement with the lecturer and the home audience. Elsewhere, both medical and physiotherapy students have felt interactivity to be compromised to some degree in video-linked lectures (Raffelini 2006;Mohammed, Waddington, and Donnan 2007) and medical student satisfaction was not quite as high for remote lecture attendance as for in-person attendance (Callas et al 2004).…”

Section: Discussionmentioning

confidence: 99%

Medical students' perceptions of video-linked lectures and video-streaming

Wang¹,

Mattick²,

Dunne³

2010

Research in Learning Technology

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Video-linked lectures allow healthcare students across multiple sites, and between university and hospital bases, to come together for the purposes of shared teaching. Recording and streaming video-linked lectures allows students to view them at a later date and provides an additional resource to support student learning. As part of a UK Higher Education Academy-funded Pathfinder project, this study explored medical students' perceptions of video-linked lectures and video-streaming, and their impact on learning. The methodology involved semi-structured interviews with 20 undergraduate medical students across four sites and five year groups. Several key themes emerged from the analysis. Students generally preferred live lectures at the home site and saw interaction between sites as a major challenge. Students reported that their attendance at live lectures was not affected by the availability of streamed lectures and tended to be influenced more by the topic and speaker than the technical arrangements. These findings will inform other educators interested in employing similar video technologies in their teaching.

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Section: Discussionmentioning

confidence: 99%

Medical students' perceptions of video-linked lectures and video-streaming

Wang¹,

Mattick²,

Dunne³

2010

Research in Learning Technology

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“…This indicates that, whilst students might prefer a live lecture with the speaker present, they still valued the remote delivery highly enough to attend. A previous study concluded that lecture attendance using videoconferencing was found to be an acceptable alternative for medical students in distributed locations (Callas et al, 2004). Another concluded that digital lectures were a viable alternative to live lectures for delivering didactic presentations to a distributed network of students (Soloman et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

Medical Student Attendance at Non-compulsory Lectures

Mattick

Crocker

Bligh

2006

Adv Health Sci Educ Theory Pract

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The General Medical Council in the UK recommends that undergraduate medical students be exposed to a variety of learning opportunities and increasingly take responsibility for their own learning. This study presents quantitative and qualitative data relating to attendance at non-compulsory plenary lectures in order to understand factors affecting the value placed by students on this component of the first 2 years of a contemporary medical curriculum. Attendance data were available for 87% first year and 78% second year plenary lectures. There was no difference in attendance at lectures that were delivered telematically to a remote site when compared with those where the speaker was present. There were markedly more students attending lectures at the beginning of the first academic year, with numbers decreasing as the year progressed. More first year students attended lectures on biomedical science and clinically focussed topics than on human science and public health whereas second year student attendance was similar across topics. Reasons given for non-attendance at plenary sessions fell into "student-related" factors (e.g. dislike of lecture-based learning) and "teaching-related" factors (e.g. perceived variable quality of lectures). This study confirms that some students value lectures highly as a method to supplement other learning opportunities, whereas others find they learn better by other means.

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“…9 Videoconference-based education for psychiatry registrars at the University of KwaZulu-Natal, South Africa Videoconference-based education is an integral component in many telehealth services in countries such as Australia 10 and include activities such as journal clubs, ward rounds, continuing and formal medical education. [11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26] Studies evaluating these activities have reported general satisfaction with the use of videoconferencing and no difference in educational outcomes compared to traditional face to face teaching. [11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26] The Nelson R Mandela School of Medicine at the University of KwaZulu-Natal has increased the psychiatry registrar posts three-fold over the last three decades.…”

Section: Videoconference-based Teachingmentioning

confidence: 99%

Videoconference-based education for psychiatry registrars at the University of KwaZulu-Natal, South Africa

2012

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Objective: Psychiatry registrars form the backbone of specialized psychiatric service provision in South Africa. Medical schools are centralized while clinical services need to be widespread and accessible. Video-conferencing has the potential to link registrars at satellite hospitals with academic centers. The study thus evaluated of the use of videoconferencing in a Psychiatry Education Program delivered via videoconferencing. Method: To evaluate the implementation of the videoconference-based psychiatry registrar program, a pre-and post evaluative design was used. This involved all registrars in the 2008 and 2009 academic education program at the University of KwaZulu-Natal, South Africa. Access to education, satisfaction, suitability and costs of the psychiatry registrar education were studied. Results: In the evaluation of the Registrar Program, general satisfaction with the videoconferencing program was reported, though concerns were expressed about the level of interaction using this mode, the quality of the transmitted pictures of the anatomy specimens and the quality of the sound. Access to education was improved with potential cost savings identified. Conclusion: Well supported and planned videoconference-based teaching is a feasible, cost-effective and acceptable method of supporting registrars at sites distant from academic centers.

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Medical Student Evaluations of Lectures Attended in Person or From Rural Sites via Interactive Videoconferencing

Cited by 47 publications

References 8 publications

Medical students' perceptions of video-linked lectures and video-streaming

Medical students' perceptions of video-linked lectures and video-streaming

Medical Student Attendance at Non-compulsory Lectures

Videoconference-based education for psychiatry registrars at the University of KwaZulu-Natal, South Africa

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