Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience

Abstract

Purpose: We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction.Methods: We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis.Results: We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11).Conclusion: Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.

Evaluation of an Instructional Video and Simulation Model for Teaching Slit Lamp Examination to Medical Students

“… 40 However, studies have shown that medical students are in fact highly motivated for self-directed learning. 41 The use of video-based instruction also is limited by the technical competency of students and staff 42 and does not allow students to ask questions to the instructor in real time. 34 It will be important to assess whether these factors limit student learning and participation in future studies.…”

“… 12 45 Students who prefer video-based learning perceive better content organization, breadth of teaching, accessibility, and quality of instruction, whereas students who prefer face-to-face learning appreciate the group interactions and capacity for rapport building. 42 46 Future studies may explore which specific components of the model eye and preceptor group experiences students find to enhance or detract from their learning. Mixed methods of didactic and self-learning are best.…”

“…23 Students in both the model eye and preceptor group enjoyed their experience and found the workshop to be useful. Studies that compare medical student satisfaction between video-based learning and face-to-face instruction vary overall, with some favoring e-learning, 13,42,44 some traditional teaching, 7 and others showing no difference. 12,45 Students who prefer video-based learning perceive better content organization, breadth of teaching, accessibility, and quality of instruction, whereas students who prefer face-toface learning appreciate the group interactions and capacity for rapport building.…”

Аналіз Підходів Та Методів У Навчанні Фізіології Студентів Медичних Університетів Різних Країн Світу

“…Інтенсивне впровадження інформаційних технологій призвело до активних дискусій щодо ефективності живих лекцій та лекцій, записаних на відео. Опитування показують, що студенти частіше схиляються до перегляду лекцій, записаних на відео, але для вивчення базових медичних наук, навпаки, пріоритетними є очні лекції [67]. Дослідження щодо необхідності відвідування очних лекцій дають неоднозначні результати, що, імовірно, залежить від культурних особливостей, вихідного рівня мотивації студентів та інших чинників [68; 69].…”

Pengembangan Media Pembelajaran Flipbook Matematika Materi Bangun Datar Kelas IV Sekolah Dasar

“…Saat ini banyak ditemukan masalah peserta didik saat mempelajari matematika terutama dalam memahami konsep materi bagun datar (Ashour et al, 2023;Nafi'ah & Indrawati, 2019). Seperti salah satunya adalah memahami konsep pada pokok pembelajaran matematika materi bangun datar.…”