Premium
The use of web‐based video files in lieu of face to face lectures in a medical physiology course ‐ one year's experience
Author(s) -
Nazian Stanley J,
Nicolosi Gregory R
Publication year - 2008
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.22.1_supplement.766.9
Subject(s) - likert scale , attendance , session (web analytics) , intranet , medical education , point (geometry) , medicine , psychology , multimedia , computer science , world wide web , the internet , mathematics , developmental psychology , geometry , economics , economic growth
In response to declining attendance at live lectures and to increase interactive learning, during the 2006/07 academic year lectures in the GI, Endocrinology and Reproduction blocks of the first year Medical Physiology course were delivered exclusively on line. Narrated presentations were prepared by the faculty that had presented these lectures the previous year and subsequently transformed into wmv files and posted on a secure intranet. Students viewed these files at their convenience. For each area, students were expected to meet with one of the participating faculty in groups of approximately 30 students for an intense, highly interactive session covering the material. To facilitate assessment, tests administered in these areas contained questions that were identical to those given the previous year. Performance on the two sets of questions was compared. Questions from the Pulmonary block served as an internal control. Students achieved essentially the same scores in both years: Pulmonary: 79.2 ± 2.6% vs. 79.3 ± 2.8%; GI: 77.5 ± 3.8% vs. 77.9 ± 4.4%; Endo/Repro: 81.7 ± 2.6% vs. 82.5 ± 2.4%. Medical students found the group conferences to be useful: 3.5 (5 point Likert Scale) but the response was mixed to the idea of expanding the system to the entire course: 2.8. Our experience suggests that delivering web‐based “lectures” has no adverse impact on student performance on examinations.