Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Abstract

Background: Despite increasing use of the flipped classroom (FC) technique in undergraduate medical education, the benefit in learning outcomes over lectures is inconsistent. Best practices in preclass video design principles are rarely used, and it is unclear if videos can replace lectures in contemporary medical education. Methods:We conducted a prospective quasi-experimental controlled educational study comparing theorybased videos to traditional lectures in a medical student curriculum. Medical students enrolled in an emergency medicine clerkship were randomly assigned to either a lecture group (LG) or a video group (VG). The slide content was identical, and the videos aligned with cognitive load theory-based multimedia design principles. Students underwent baseline (pretest), week 1 (posttest), and end-of-rotation (retention) written knowledge tests and an observed structured clinical examination (OSCE) assessment. We compared scores between both groups and surveyed student attitudes and satisfaction with respect to the two learning methods.Results: There were 104 students who participated in OSCE assessments (49 LG, 55 VG) and 101 students who participated in knowledge tests (48 LG, 53 VG). The difference in OSCE scores was statistically significant 1.29 (95% confidence interval = 0.23 to 2.35, t(102) = 2.43, p = 0.017), but the actual score difference was small from an educational standpoint (12.61 for LG, 11.32 for VG). All three knowledge test scores for both groups were not significantly different.Conclusions: Videos based on cognitive load theory produced similar results and could replace traditional lectures for medical students. Educators contemplating a FC approach should devote their valuable classroom time to active learning methods. M edical educators have increasingly proposed using a flipped classroom (FC) for medical student education. 1,2 In this model, the traditional lecture is a student's preclass homework, while in-class time is spent on active, inquiry-based learning facilitated by an instructor. 1,3-5 Most preclass lectures were recorded in the forms of podcasts, screencasts, and videos. 6 Despite the promise of FC to promote active learning, outcomes are inconsistent. 6-8 By dissecting how each element (preclass and in-class) contributes to learning,

Video-based, student tutor- versus faculty staff-led ultrasound course for medical students – a prospective randomized study

“…A Korean nationwide survey revealed that teaching videos increased students' subjective feelings of competence and were rated to be useful in different medical disciplines [25]. With respect to objective learning outcomes, studies comparing video-based against traditional teaching methods have reported divergent results with either improved theoretical practical knowledge [37,52,53], no effect differences [35] or even worse learning outcomes [36]. With respect to videobased ultrasound teaching, only two studies yet exist that have evaluated objective learning outcomes or students' acceptance, respectively.…”

“…Before first use in our study, the videos were repeatedly tested by selected medical students in order to optimize didactics specifically required by the target audience of ultrasound unexperienced medical students. Implementation of these principles aim at reducing cognitive load and enhancing learning which has been shown to improve objective learning outcomes when compared to traditional lectures [33,34,52]. However, one may speculate that the design principles may rather influence objective than subjective learning outcomes and acceptance among individuals with different learning preferences, respectively [52,54].…”

“…Implementation of these principles aim at reducing cognitive load and enhancing learning which has been shown to improve objective learning outcomes when compared to traditional lectures [33,34,52]. However, one may speculate that the design principles may rather influence objective than subjective learning outcomes and acceptance among individuals with different learning preferences, respectively [52,54]. Other digital formats such as mobile learning applications ("app") or adaptive computer supported collaborative e-learning systems may be associated with a higher general acceptance [55,56].…”

An Emergency Medicine Virtual Clerkship: Made for COVID, Here to Stay

“…Our small group, case-based discussions used a flipped classroom model, an effective and recommended modality for virtual instruction. [16][17][18][19][20][21][22] All small-group facilitators were reminded of the best practices for online, small group teaching, 23 which included use of introductions, learner-directed questioning to encourage equal participation, and "nudging" -reminders for learners to actively participate (See Appendix B).…”

Knowledge retention when using e-learning to supplement face-to face training of first responders

“…Alkhalaileh et al [10] emphasised that e-learning reduces the time required for CPR training compared to the conventional approach when the content is well-defined and focused. In addition, several studies based on an experimental design measuring knowledge retention by comparing blended or full online e-learning training with traditional CPR face-to-face training have shown that e-learning leads to knowledge comparable to that acquired through traditional training [4,[13][14][15]. However, none of these studies used e-learning to supplement face-to-face training.…”