Learning Management Systems and Lecture Capture in the Medical Academic Environment

Chu, Larry F.; Young, Chelsea A.; Ngai, Lynn K.; Cun, Tony; Pearl, Ronald G.; Macario, Alex

doi:10.1097/aia.0b013e3181e5c1d5

Cited by 17 publications

(14 citation statements)

References 13 publications

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“…However, there is compelling evidence suggesting that a lecture-capture program can not only help students learn difficult concepts but also overcome obstacles of time, place, and space. [1][2][3] The literature also suggests that faculty members often hesitate to adopt lecture-capture technology for fear of decreasing attendance and in-class participation, committing intellectual property violations, and negatively impacting student learning. 4 Sharing information outside the constraints of time and space is increasingly important for students.…”

Section: Introductionmentioning

confidence: 99%

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Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

Marchand

Pearson

Albon

2014

American Journal of Pharmaceutical Education

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Objectives. To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.

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Section: Introductionmentioning

confidence: 99%

“…Specific research questions included: (1) What are the patterns of students' usage of lecture recordings? and (2)What is the value of lecture recordings to students and faculty members?…”

Section: Introductionmentioning

confidence: 99%

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

Marchand

Pearson

Albon

2014

American Journal of Pharmaceutical Education

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“…19 publications were related to the education in England, New Zealand, Australia and the USA [1], [2], [3], [4], [5], [6], [7], [8], [9], [10], [12], [13], [14], [15], [16], [17], [18], [19], [20]. Only one German publication was identified [21].…”

Section: Resultsmentioning

confidence: 99%

“…Only one German publication was identified [21]. 12 of the 20 articles were from the USA [3], [5], [6], [7], [9], [12], [13], [14], [15], [16], [19], [20]. The designs were divided into articles on use and primary literature for the studies conducted, both of which were strongly represented.…”

Section: Resultsmentioning

confidence: 99%

Lehre 2.0 - Wie werden Social Media und Web 2.0 in die medizinische Ausbildung eingebunden? Ein systematischer Literaturüberblick

Hollinderbäumer

Hartz²,

Ückert³

2013

GMS Zeitschrift Für Medizinische Ausbildung; 30(1):Doc14; ISSN 1860-3572

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“…The START curriculum used time-shifted and place-shifted learning, allowing learners to participate anytime and anywhere. 5,6 The curriculum includes the following components:…”

Section: Interventionmentioning

confidence: 99%

Preparing Interns for Anesthesiology Residency Training: Development and Assessment of the Successful Transition to Anesthesia Residency Training (START) E-Learning Curriculum

Chu¹,

Ngai²,

Young³

et al. 2013

Journal of Graduate Medical Education

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Background The transition from internship to residency training may be a stressful time for interns, particularly if it involves a change among programs or institutions after completing a preliminary year. Objective We explored whether an e-learning curriculum would increase interns' preparedness for the transition to the first year of clinical anesthesiology training and reduce stress by improving confidence and perceived competence in performing professional responsibilities. Intervention We tested a 10-month e-learning program, Successful Transition to Anesthesia Residency Training (START), as a longitudinal intervention to increase interns' self-perceived preparedness to begin anesthesiology residency training in a prospective, observational study and assessed acceptance and sustainability. After a needs assessment, we administered the START modules to 22 interns, once a month, using an integrated learning management and lecture-capture system. We surveyed interns' self-assessed preparedness to begin anesthesiology residency before and after completing the START modules. Interns from the prior year's class, who did not participate in the online curriculum, served as controls. Results After participation in the START intervention, self-assessed preparedness to begin residency improved by 72% (P = .02). Interns also felt more connected to, and had improved positive feelings toward, their new residency program and institution. Conclusion Participation in our novel 10-month e-learning curriculum and virtual mentorship program improved interns' impression of their residency program and significantly increased interns' subjective assessment of their preparedness to begin anesthesiology residency. This e-learning concept could be more broadly applied and useful to other residency programs.

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Learning Management Systems and Lecture Capture in the Medical Academic Environment

Cited by 17 publications

References 13 publications

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

Lehre 2.0 - Wie werden Social Media und Web 2.0 in die medizinische Ausbildung eingebunden? Ein systematischer Literaturüberblick

Preparing Interns for Anesthesiology Residency Training: Development and Assessment of the Successful Transition to Anesthesia Residency Training (START) E-Learning Curriculum

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