A comparison of teaching three common ear, nose, and throat conditions to medical students through video podcasts and written handouts: a pilot study

Abstract

BackgroundThis pilot study conducted at the Peninsula Medical School is one of very few studies to compare the use of video podcasts to traditional learning resources for medical students.MethodsWe developed written handouts and video podcasts for three common ear, nose, and throat conditions; epistaxis, otitis media, and tonsillitis. Forty-one second-year students were recruited via email. Students completed a 60-item true or false statement test written by the senior author (20 questions per subject). Students were subsequently randomized to podcast or handouts. Students were able to access their resource via their unique university login on the university homepage and were given 3 weeks to use their resource. They then completed the same 60-item test.ResultsBoth podcasts and handouts demonstrated a statistically significant increase in student scores (podcasts mean increase in scores 4.7, P=0.004, 95% confidence interval =0.07). Handout mean increase in scores 5.3, P=0.015, 95% confidence interval =0.11). However, there was no significant difference (P=0.07) between the two, with the handout group scoring fractionally higher (podcasts average post-exposure score =37.3 vs handout 37.8) with a larger average improvement. A 5-point Likert scale questionnaire demonstrated that medical students enjoy using reusable learning objects such as podcasts and feel that they should be used more in their curriculum.ConclusionPodcasts are as good as traditional handouts in teaching second-year medical students three core ear, nose, and throat conditions and enhance their learning experience.

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

“…Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32]. Finally, multiple studies demonstrated that knowledge was equivalent (or better) between students learning through online lectures compared to traditional learning modalities, such as live didactic lectures [8,9,12,19,22,23,25,28,[33][34][35][36][37][38], with the exception of one study that found superior student knowledge acquisition from live lectures [39].…”

“…Regardless of the method of assessment, almost all studies reported high satisfaction and increased knowledge after intervention. Student self-assessment typically revealed positive attitudes toward online lectures as a teaching modality [7,8,[11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28]. Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32].…”

An evaluation of medical student-led podcasts: what are the lessons learnt?

“…One study suggests that podcasts in conjunction with quizzes improve knowledge retention compared to traditional live lectures. 3 A study from Plymouth, UK compared the use of podcasts with more traditional handouts in self-directed education across three common ear, nose, and throat (ENT) conditions namely epistaxis, otitis media, and tonsillitis. 3 The authors developed written handouts and video podcasts for these conditions.…”

“… 3 A study from Plymouth, UK compared the use of podcasts with more traditional handouts in self-directed education across three common ear, nose, and throat (ENT) conditions namely epistaxis, otitis media, and tonsillitis. 3 The authors developed written handouts and video podcasts for these conditions. Participating students were assessed by multiple choice questions (MCQ) test as a base line and 1 month after the intervention.…”

“…The students who were randomized to the podcasts resource enjoyed using it and felt it would be advantageous to use it more in the curriculum. 3 …”