Effects of virtual and lecture-based instruction on learning, content retention, and satisfaction from these instruction methods among surgical technology students: A comparative study

Immersive Leadership Training for Physicians: Comparing Retrospective Pre- and Post-Test Virtual vs in-Person 6-Month Follow-Up of Learning

“…Similar to our previous findings, 11,14 Abarghouie, et al, 44 found that when 40 surgical technology students were randomly assigned to virtual or traditional (lecture-based, in-person) teaching formats, the short-term learning outcomes were nearly identical for both formats. However, in contrast to our findings here, their longer-term examination scores illustrated significant differences in content retention and recall performance, favoring virtual instruction.…”

“…Independent of delivery format, it is important to pursue understanding of the longer-term contribution of physician leadership development approaches to skills acquisition and use, particularly when it comes to the more nuanced skills involved in equity-centered leadership. 2 While there are several research publications providing evidence of efficacy, 2 such as the systemic reviews of leadership programs by Frich et al 5 in 2015 and later by Gerts 6 et al, in 2020, there is relatively less understanding of the continuing impact on knowledge and skills many months 8 or even years [27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] after the training. While the findings of Abarghouie, et al, 44 reported that virtually delivered instruction had a stronger impact on Journal of Healthcare Leadership 2024:16 https://doi.org/10.2147/JHL.S455105 DovePress 249 longer-term content retention and recall performance, our own findings showed very similar outcomes between the two modalities.…”

“…2 While there are several research publications providing evidence of efficacy, 2 such as the systemic reviews of leadership programs by Frich et al 5 in 2015 and later by Gerts 6 et al, in 2020, there is relatively less understanding of the continuing impact on knowledge and skills many months 8 or even years [27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] after the training. While the findings of Abarghouie, et al, 44 reported that virtually delivered instruction had a stronger impact on Journal of Healthcare Leadership 2024:16 https://doi.org/10.2147/JHL.S455105 DovePress 249 longer-term content retention and recall performance, our own findings showed very similar outcomes between the two modalities. Admittedly, career leadership development approaches differ greatly from technical course instruction, as do the methods of evaluating impact on learning and subsequent behaviors.…”

Digitalization in Medicine: Are German Medical Students Well Prepared for the Future?

“…Each university, faculty, and even discipline employs different forms of digital teaching. For example, more virtual reality applications are used in surgical and intensive care specialties [ 55 , 60 , 66 ]. Interestingly, in surgery, the classical main lecture was still considered quite important before the pandemic [ 29 ].…”

The Effects of Mobile Learning and Group Discussion for Psychotropic Drug Education on Nursing Students’ Learning, Satisfaction, and Attitude: An Educational Intervention

“…The G-Power software version 3.1 was used to calculate the sample size. According to a satisfaction variable (mean [SD]1 = 115.56 [17.57] and mean [SD]2 = 132.24 [17.92]) in a previous study (21) and considering α = 0.05, power = 80%, and t-test for differences between the 2 independent groups' mean, a large effect size, 2-tailed P value, and 1:1 allocation ratio, a 28-subject sample size was determined for the study.…”