BACKGROUND: Little is known regarding the impact of lecture recordings on medical education. AIM: This study was designed to assess the impact of lecture recordings on the educational experience of first-year medical students. METHODS: Students were provided with digital lecture recordings in Molecular Foundations of Medicine, an integrated preclinical science block. Students could access recordings as audio/visual rich media, in which lectures were linked to slide presentations, and as audio-only podcasts. Student reactions were assessed by a mandatory questionnaire on the use of recordings and by a voluntary follow-up questionnaire on the effects of recordings on learning, stress and anxiety. RESULTS: Student response to lecture recordings was universally positive. A high proportion of the class accessed recordings, with rich media being the preferred format. Students felt that the lecture recordings helped them learn course material and reduced stress and anxiety. Finally, the availability of lecture recordings had no apparent adverse effect on classroom attendance. CONCLUSIONS: The availability of lecture recordings aided medical students in their studies and reduced stress and anxiety. Student response to the recordings was universally positive, and no negative outcomes were noted by students or faculty.
BACKGROUND: Little is known regarding the impact of lecture recordings on medical education. AIM: This study was designed to assess the impact of lecture recordings on the educational experience of first-year medical students. METHODS: Students were provided with digital lecture recordings in Molecular Foundations of Medicine, an integrated preclinical science block. Students could access recordings as audio/visual rich media, in which lectures were linked to slide presentations, and as audio-only podcasts. Student reactions were assessed by a mandatory questionnaire on the use of recordings and by a voluntary follow-up questionnaire on the effects of recordings on learning, stress and anxiety. RESULTS: Student response to lecture recordings was universally positive. A high proportion of the class accessed recordings, with rich media being the preferred format. Students felt that the lecture recordings helped them learn course material and reduced stress and anxiety. Finally, the availability of lecture recordings had no apparent adverse effect on classroom attendance. CONCLUSIONS: The availability of lecture recordings aided medical students in their studies and reduced stress and anxiety. Student response to the recordings was universally positive, and no negative outcomes were noted by students or faculty.