Objective assessment of videoconferenced lectures in a surgical clerkship

Stain, Steven C.; Mitchell, Marcia; BeLue, Rhonda; Mosley, V.; Wherry, Shari; Adams, Carlton Z.; Lomis, Kim; Williams, Pamela C.

doi:10.1016/j.amjsurg.2004.04.012

Cited by 58 publications

(52 citation statements)

References 12 publications

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“…Of these, four randomised controlled studies [8][9][10][11] and nine comparative studies [12][13][14][15][16][17][18][19][20] were identified as measuring learning outcomes of telelearning versus traditional face-to-face education. The remaining 34 papers were either descriptive observational studies or did not measure tele-learning versus face-to-face education and so were excluded from the review.…”

Section: Resultsmentioning

confidence: 99%

“…studies 8 delivered PowerPoint materials to remote participants via the internet. The first study 8 involved 110 surgical clerkship students, however only 12 of these students participated in the videoconferencing intervention. The second study 9 involved 15 community nurses, with the low sample sizes attributed to recruitment and facility capacity limitations.…”

Section: Resultsmentioning

confidence: 99%

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How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Tomlinson¹,

Shaw²,

Munro³

et al. 2013

NSW Public Health Bull.

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Telecommuniciation technologies, including audio and videoconferencing facilities, afford geographically dispersed health professionals the opportunity to connect and collaborate with others. Recognised for enabling tele-consultations and tele-collaborations between teams of health care professionals and their patients, these technologies are also well suited to the delivery of distance learning programs, known as tele-learning. Aim: To determine whether tele-learning delivery methods achieve equivalent learning outcomes when compared with traditional face-to-face education delivery methods. Methods: A systematic literature review was commissioned by the NSW Ministry of Health to identify results relevant to programs applying tele-learning delivery methods in the provision of education to health professionals. Results:The review found few studies that rigorously compared tele-learning with traditional formats. There was some evidence, however, to support the premise that tele-learning models achieve comparable learning outcomes and that participants are generally satisfied with and accepting of this delivery method. Conclusion: The review illustrated that tele-learning technologies not only enable distance learning opportunities, but achieve comparable learning outcomes to traditional face-to-face models. More rigorous evidence is required to strengthen these findings and should be the focus of future tele-learning research.Telecommunications are increasingly being used by the health professions to deliver health care services and to exchange health information across distances. Telehealth, tele-collaborations and tele-consultations are contributing to improvements in the quality, availability and efficiency of health care services to distance locations.1 Telehealth, for example, enables existing forms of interactions between health care providers and recipients to occur at a distance, through the use of telecommunications.2 Similarly, distance learning methods utilising telecommunication technologies are helping to overcome the challenges of engaging in traditional forms of education across distances. Referred to as 'tele-learning', it involves making connections among people and resources, and transferring images and voice data via communication technologies, for learning-related purposes. 3,4 Like telehealth, tele-learning utilises telecommunications to connect participants, helping to alleviate barriers to accessing learning opportunities and enriching distance learning experiences. The relative ease of use and availability of telecommunication technologies means that audioconferencing (teleconferencing) and videoconferencing are well established and frequently used communication mechanisms for staff in the health sector.5 For the purpose of this review, the term 'tele-learning' describes the use of video and/or audio-based technologies for distance learning purposes.Enabling collaborations between geographically distributed health workers makes the use of telecommunications especially relevant to ...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Tomlinson¹,

Shaw²,

Munro³

et al. 2013

NSW Public Health Bull.

View full text Add to dashboard Cite

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“…Most papers described the use of technology in their medical school and few measured the impact of learning. The literature highlighted the feature of mobile learning as bridging distances, creating links, preventing feelings of isolation in students [5][6][7][8][9], and challenging faculty to develop skills to incorporate and troubleshoot technology on distributed sites and produce e-resources [9][10][11][12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning in a Rural Medical School: Feasibility and Educational Benefits in Campus and Clinical Settings

Nestel

Gray

et al. 2014

Journal of Biomedical Education

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Students in a new medical school were provided with laptops. This study explored the feasibility and educational benefits of mobile learning for two cohorts of students learning in two settings-university campus (first-year students) and rural clinical placements (second-year students). Evaluation involved questionnaires, focus groups (faculty and students), and document analysis. Descriptive statistics were computed. Focus groups were audio-recorded, transcribed, and analysed thematically. Response rates for questionnaires exceeded 84%. Compared with second-year students, significantly more first-year students (60%) took their laptops to campus daily ( = 0.14) and used their laptops for more hours each day ( = 0.031). All students used laptops most frequently to access the internet (85% and 97%) and applications (Microsoft Word (80% and 61%) and Microsoft PowerPoint (80% and 63%)). Focus groups with students revealed appreciation for the laptops but frustration with the initial software image. Focus groups with faculty identified enthusiasm for mobile learning but acknowledged its limitations. Physical infrastructure and information technology support influenced mobile learning. Document analysis revealed significant costs and issues with maintenance. If adequately resourced, mobile learning through university-issued laptops would be feasible and have educational benefits, including equitable access to learning resources, when and where they are needed. However, barriers remain for full implementation.

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“…1) there appears to be no significant difference in academic performance following video-linked lectures when compared with face-to-face lectures (Soloman et al 2004;Stain et al 2005); 2) video-linked lectures seem to be an acceptable alternative to face-to-face delivery (Callas et al 2004;Whitten et al 2005;Mattick, Crocker, and Bligh 2007); and 3) fears that making educational materials available online will have a negative impact on student attendance at live events are probably unfounded (BillingsGagliardi and Mazor 2007;Mattick, Crocker, and Bligh 2007).…”

Section: Introductionmentioning

confidence: 99%

Medical students' perceptions of video-linked lectures and video-streaming

Wang¹,

Mattick²,

Dunne³

2010

Research in Learning Technology

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Video-linked lectures allow healthcare students across multiple sites, and between university and hospital bases, to come together for the purposes of shared teaching. Recording and streaming video-linked lectures allows students to view them at a later date and provides an additional resource to support student learning. As part of a UK Higher Education Academy-funded Pathfinder project, this study explored medical students' perceptions of video-linked lectures and video-streaming, and their impact on learning. The methodology involved semi-structured interviews with 20 undergraduate medical students across four sites and five year groups. Several key themes emerged from the analysis. Students generally preferred live lectures at the home site and saw interaction between sites as a major challenge. Students reported that their attendance at live lectures was not affected by the availability of streamed lectures and tended to be influenced more by the topic and speaker than the technical arrangements. These findings will inform other educators interested in employing similar video technologies in their teaching.

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Objective assessment of videoconferenced lectures in a surgical clerkship

Cited by 58 publications

References 12 publications

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Mobile Learning in a Rural Medical School: Feasibility and Educational Benefits in Campus and Clinical Settings

Medical students' perceptions of video-linked lectures and video-streaming

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