Stop Wasting Classroom Time

Kalmey, Jonathan K.

doi:10.1097/acm.0b013e31829a6e74

Cited by 6 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Modern medical educators have recognized that learning activities must engage students better, ie, the use of active small group learning activities rather than passive large group learning activities. 6 – 8 However, as medical schools convert to a “flipped-classroom” approach, evidence is emerging that this approach does not necessarily guarantee attendance. 9 , 10 Consequently, medical schools continue to be challenged to monitor the attendance of their students, and in this context, acceptability of attendance monitoring is a key issue.…”

Section: Discussionmentioning

confidence: 99%

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey

Deane

Murphy

2016

AMEP

View full text Add to dashboard Cite

BackgroundDespite the widespread introduction of active learning strategies to engage students across modern medical curricula, student attendance and attendance monitoring remain a challenging issue for medical educators. In addition, there is little published evidence available to medical educators regarding the use of attendance monitoring systems. The aim of this study was to evaluate the opinions of students and staff about the use of a paper-based student logbook to record student attendance across all clinical and classroom-based learning activities within an undergraduate clinical rotation in obstetrics and gynecology (OBGYN).MethodsEach student undertaking the clinical rotation in OBGYN was required to complete a paper-based logbook in a booklet format that listed every clinical and classroom-based activity that the student was expected to attend. A cross-sectional survey evaluating the acceptability, practicality, and effect on access to learning opportunities of using the logbook was undertaken. The survey was conducted among all medical students who completed their OBGYN rotation over a full academic year and staff who taught on the program.ResultsThe response rate was 87% (n=128/147) among students and 80% (n=8/10) among staff. Monitoring attendance was widely acceptable to students (n=107/128, 84%) and staff (n=8/8, 100%). Most students (n=95/128, 74%) and staff (n=7/8, 88%) recommended that attendance should be mandatory during rotations. Almost all staff felt that attendance should contribute toward academic credit (n=7/8, 88%), but students were divided (n=73/128, 57%). Students (n=94/128, 73%) and staff (n=6/8, 75%) reported that the use of the logbook to record attendance with tutor signatures was a satisfactory system, although students questioned the need for recording attendance at every classroom-based activity. Most students felt that the logbook facilitated access to learning experiences during the rotation (n=90/128, 71%). Staff felt that the process of signing logbooks improved their interaction with students (n=6/8, 75%).ConclusionThe survey showed that the use of a paper-based logbook to record medical student attendance with tutor signatures across all clinical and classroom-based learning activities was acceptable and practical for students and staff and was felt to facilitate access to learning opportunities. The study provides medical educators with evidence to support monitoring of attendance within clinical rotations.

show abstract

Section: Discussionmentioning

confidence: 99%

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey

Deane

Murphy

2016

AMEP

View full text Add to dashboard Cite

show abstract

“…User satisfaction is generally high [ 5 ], but there is a paucity of data linking podcast use to actual learning outcome. This is in contrast with recent calls for medical school lectures to be moved to online platforms altogether so that classroom time may be used for more efficient teaching activities [ 6 , 7 ]. The underlying assumption is that students viewing course material in preparation of a lecture will retain the content.…”

Section: Introductionmentioning

confidence: 92%

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study

Raupach

Grefe²,

Brown³

et al. 2015

J Med Internet Res

View full text Add to dashboard Cite

BackgroundPodcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail.ObjectiveOur aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention.MethodsStudents enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test.ResultsWatching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs 2.2%) and retention test (19.1% vs 4.0%).ConclusionsWhen used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures.

show abstract

“…When it comes to select the best procedure to integrate podcasting, models that differ from traditional settings are widely recognised as the most useful in terms that allow more convenience, autonomy and enable students to show their creativity (Kies et al, 2011). It may be therefore the case that the reinforcement of basic concepts through the case-based teaching is wholly beneficial for students to hone their skills and thus, options like the flipped classroom can revert traditional "sage on the stage" to "scribe on the side" practices (Kalmey, 2013(Kalmey, : 1054.…”

Section: Integration Scenariosmentioning

confidence: 99%

Integrating podcasts in the EFL classroom. A case study in 1º E.S.O.

Sevilla

2018

Comp.J. Eng. Stud.

View full text Add to dashboard Cite

This paper aims to report a podcasting study case while interrogating how useful it can be in the makings of an EFL classroom with positive learning outcomes. It is applied research in 1º E.S.O that operates on the main working hypothesis that there is a significant positive correlation between the use of podcasting and student's engagement. Likewise, it seeks to preclude the notion that podcasts are a cure-all practice to undesirable learning outcomes. I shall draw from two sources of data to identify this possible correlation. First, an initial recollection of student's attitudes through qualitative data, namely, questionnaires on two bilingual and a non-bilingual group of 1º E.S.O to comprehensively illustrate the state of the subject. Second, a final teacher's assessment of the process-performance tasks to ponder grades as quantitative data helpful to uphold the avowed success. Within the field of social constructivism, this case is undergirded by previous literature recommendations on how to use podcasts, which the best integration scenarios are and some pedagogical considerations concerning information processing and how to enhance students' output in the English as a Foreign Language (EFL) classroom.

show abstract

Stop Wasting Classroom Time

Cited by 6 publications

References 1 publication

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey

Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study

Integrating podcasts in the EFL classroom. A case study in 1º E.S.O.

Contact Info

Product

Resources

About