BACKGROUND: A challenge to the practice of third-year clerkship rotations at remote locations is the maintenance of equivalent didactic lectures, especially in subspecialty components. There has been little objective assessment of the results of videoconference lectures on medical student clerkship education. METHODS:Third-year surgical clerkship students, randomly assigned to a 4-week rotation 75 miles from the medical school, received subspecialty lectures by interactive teleconference via an ISDN line at 128 kb/s. Weekly quiz results (% correct) of students who received videoconference lectures were compared with students receiving conventional lectures, and were analyzed by 2-tailed t tests for equality of means. RESULTS:A mean of 12 students were tested per quiz (range, 5-21 students) after videoconference lectures, and 98 students were tested after conventional lectures (range, 41-146 students). The mean quiz score of students receiving video lectures was 70.5% (range, 65.4% to 73.6%); and after conventional lectures the mean quiz score was 71.4% (range, 69.5% to 76.8%). There were no significant differences in the mean scores of the individual quizzes (P = .16-.92) or between the totals (P = .65). CONCLUSIONS:Telemedicine, using interactive videoconferencing, is an effective method for didactic lectures in a surgical clerkship. This technology allows students to receive interactive lectures at distant clinical sites and limit their travel.
RCT Entities:
BACKGROUND: A challenge to the practice of third-year clerkship rotations at remote locations is the maintenance of equivalent didactic lectures, especially in subspecialty components. There has been little objective assessment of the results of videoconference lectures on medical student clerkship education. METHODS: Third-year surgical clerkship students, randomly assigned to a 4-week rotation 75 miles from the medical school, received subspecialty lectures by interactive teleconference via an ISDN line at 128 kb/s. Weekly quiz results (% correct) of students who received videoconference lectures were compared with students receiving conventional lectures, and were analyzed by 2-tailed t tests for equality of means. RESULTS: A mean of 12 students were tested per quiz (range, 5-21 students) after videoconference lectures, and 98 students were tested after conventional lectures (range, 41-146 students). The mean quiz score of students receiving video lectures was 70.5% (range, 65.4% to 73.6%); and after conventional lectures the mean quiz score was 71.4% (range, 69.5% to 76.8%). There were no significant differences in the mean scores of the individual quizzes (P = .16-.92) or between the totals (P = .65). CONCLUSIONS: Telemedicine, using interactive videoconferencing, is an effective method for didactic lectures in a surgical clerkship. This technology allows students to receive interactive lectures at distant clinical sites and limit their travel.
Authors: Sirajudeen Shaik Alavudeen; Vigneshwaran Easwaran; Javid Iqbal Mir; Sultan M Shahrani; Anas Ali Aseeri; Noohu Abdullah Khan; Ahmed Mohammed Almodeer; Abdulaziz Abdullah Asiri Journal: Saudi Pharm J Date: 2021-06-09 Impact factor: 4.330
Authors: Craig Locatis; Eta S Berner; Glenn Hammack; Steve Smith; Richard Maisiak; Michael Ackerman Journal: BMC Med Educ Date: 2011-03-14 Impact factor: 2.463
Authors: Pradeep Paul George; Nikos Papachristou; José Marcano Belisario; Wei Wang; Petra A Wark; Ziva Cotic; Kristine Rasmussen; René Sluiter; Eva Riboli-Sasco; Lorainne Tudor Car; Eve Marie Musulanov; Joseph Antonio Molina; Bee Hoon Heng; Yanfeng Zhang; Erica Lynette Wheeler; Najeeb Al Shorbaji; Azeem Majeed; Josip Car Journal: J Glob Health Date: 2014-06 Impact factor: 4.413