Exploring medical student decisions regarding attending live lectures and using recorded lectures

Gupta, Anmol; Saks, Norma S.

doi:10.3109/0142159x.2013.801940

Cited by 82 publications

(93 citation statements)

References 12 publications

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“…3–5,10,12–14 We also included research related to medical student learning preferences and behavior in undergraduate courses. 15–17 After reviewing the range of opinions related to learning kidney physiology, we identified five major domains: the student’s comprehension of kidney physiology, learning preferences, course characteristics, perceived clinical relevance of kidney physiology, and perception of nephrology as a career. The primary researcher (J.K.R.)…”

Section: Definition Of the Statement Setmentioning

confidence: 99%

Medical student attitudes toward kidney physiology and nephrology: a qualitative study

2016

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Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.

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Section: Definition Of the Statement Setmentioning

confidence: 99%

Medical student attitudes toward kidney physiology and nephrology: a qualitative study

2016

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“…Releasing recordings after the class session has logistical advantages and disadvantages, but it is difficult to assess how allowing students access to recorded lectures affects learning. While students favor recorded lectures for a variety of reasons, 11 this preference does not always align with the most educationally beneficial results. Thus, the goal of this study is to better understand how recorded lectures may influence the learning process.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

“…10,11 Pharmacy and other health profession D r a f t schools often integrate new technologies into the classroom and one of these technologies has been lecture capture. Lecture capture allows professors to record a class and make that recording available to students after the class session has concluded.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Recorded Lectures as a Source of Cognitive Off-loading

Patel

Mislan

Yook

et al. 2019

American Journal of Pharmaceutical Education

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Objective. The objective of this study elucidated the impact of students knowing they have future access to recorded lectures on their ability to remember information presented during lecture.Methods. Seventy-eight participants were divided into two groups: knowledge of future access to recorded lectures after a simulated class and knowledge of no future access to recorded lectures after a simulated class. Participants viewed fifty minutes of videoed lecture. For the early lecture material, participants were instructed whether they would or would not have future access to the recorded lectures for restudy just prior to their test 1 week later. For the late lecture material, participants were instructed they would not have future access. Participants were tested both immediately following the lectures and after a one-week delay. The primary outcome was the participant's performance on the late lecture material following immediate testing. If participants had preserved cognitive resources (eg, memory, attention) because of future access to recorded lectures, performance was expected to be higher on late lecture material. Conclusion. These findings suggest knowledge of future access to recorded lectures did not enhance the ability of participants to remember other information and therefore, may not free-up cognitive resources that could be used for other tasks within the classroom.

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“…Many studies have found that students do not tend to replace attendance at face to face lectures with ilectures (Gorissen, Van Bruggen, & Jochems, 2012;Gupta & Saks, 2013;Karnad, 2013;Larkin, 2010;Mather, Caesar, Chin, & Fei, 2015) but instead prefer a blended learning approach where they mix a little of both modes together (e.g., Zeldenryk & Bradey, 2013). A study conducted by Saunders and Hutt (2015) in a British university revealed that only 10% of the participants (n=84) resorted to ilectures as a substitute for face-to-face instruction.…”

Section: Introductionmentioning

confidence: 99%

Issues Arising from the Use of University Ilectures: A Case Study of One Australian Campus

Dobinson¹,

Bogachenko²

2018

AJTE

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Exploring medical student decisions regarding attending live lectures and using recorded lectures

Abstract: Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

Cited by 82 publications

References 12 publications

Medical student attitudes toward kidney physiology and nephrology: a qualitative study

Medical student attitudes toward kidney physiology and nephrology: a qualitative study

Recorded Lectures as a Source of Cognitive Off-loading

Issues Arising from the Use of University Ilectures: A Case Study of One Australian Campus

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