OBJECTIVE: The purpose of this study is to investigate whether webcast lectures are comparable to live lectures as a teaching tool in medical school. METHODS: Three Otolaryngology-Head&Neck Surgery (OTO-HNS) lectures were given to third year medical students through their regular academic curriculum with one group receiving lectures in a live lecture format and the other group in a webcast format. All lectures (live or webcast) were given by the same lecturer and contained identical material. Three outcome measures were used: a student satisfaction survey, performance on the OTO-HNS component of their written examination, and performance on an OTO-HNS OSCE station in the general end of year OSCE examination session. RESULTS: Students performance on the written examination was equal between the two groups. The webcast group outperformed the live lecture group in the OSCE station. The majority of students in the webcast group felt it was an effective learning tool for them. Most viewed the lectures more than once, and felt that this was beneficial to their learning. CONCLUSION: Webcasts appear equally effective to live lectures as a teaching tool.
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OBJECTIVE: The purpose of this study is to investigate whether webcast lectures are comparable to live lectures as a teaching tool in medical school. METHODS: Three Otolaryngology-Head&Neck Surgery (OTO-HNS) lectures were given to third year medical students through their regular academic curriculum with one group receiving lectures in a live lecture format and the other group in a webcast format. All lectures (live or webcast) were given by the same lecturer and contained identical material. Three outcome measures were used: a student satisfaction survey, performance on the OTO-HNS component of their written examination, and performance on an OTO-HNS OSCE station in the general end of year OSCE examination session. RESULTS: Students performance on the written examination was equal between the two groups. The webcast group outperformed the live lecture group in the OSCE station. The majority of students in the webcast group felt it was an effective learning tool for them. Most viewed the lectures more than once, and felt that this was beneficial to their learning. CONCLUSION: Webcasts appear equally effective to live lectures as a teaching tool.
Authors: Bita Shahrvini; Sally L Baxter; Charles S Coffey; Bridget V MacDonald; Lina Lander Journal: BMC Med Educ Date: 2021-01-06 Impact factor: 2.463
Authors: Sharanya Rao; Ashley E Reed; Benjamin Parchem; E Jennifer Edelman; Manya Magnus; Nathan B Hansen; Trace S Kershaw; Valerie A Earnshaw; Douglas S Krakower; John F Dovidio; Kenneth H Mayer; Kristen Underhill; Joshua G Rosenberger; Damon F Ogburn; Joseph R Betancourt; Sarah K Calabrese Journal: AIDS Behav Date: 2021-07-21