| Popis: |
Medical schools provide many educational resources in their basic science curriculum, including slide-based lectures, handouts, study guides, reviews, textbooks, primary literature, and web-based links. We recently instituted a web-based lecture recording system, which synchronizes lecture audio with visual components, as opposed to previous audio-only recordings. This study sought to determine how this recording system was being used by students, whether its availability impacted class attendance, and whether this resource had a positive effect on student performance. First- and second-year medical students were surveyed regarding class attendance and their use of lecture recordings. In addition, students indicated their impression of how lecture recordings influenced exam performance for several of their basic science courses. Student perception was compared with actual exam results. Of 206 students who completed the survey, 80.1% (N = 165) utilized the lecture recording system. Of 91 second-year students using the resource, only 14.4% (N = 13) mentioned a decline in lecture attendance. Despite how it was used, first- and second-year medical students overwhelmingly responded in favor of these audiovisual-synchronized recordings. 90.3% of responding medical students using recordings felt this resource improved exam performance. While student perception was positive, our multidisciplinary data suggest otherwise. With the exception of the second-year Pharmacology course, lecture recordings did not have an impact, either in a positive or negative direction on exam performance across seven first- and second-year basic science courses. Lecture recordings can be viewed as another useful tool, in addition to traditional lectures, that allows for flexibility in study habits and self-directed learning. |
Full text from SpringerLink