Do prerecorded lecture VODcasts affect lecture attendance of first-year pre-clinical Graduate Entry to Medicine students?
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Accepted Version
Date
2016-12-27
Authors
Rae, Mark G.
O'Malley, Dervla
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Publisher
Taylor & Francis
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Abstract
Background: There is increasing concern amongst educators that the provision of recorded lectures may reduce student attendance of live lectures. We therefore sought to determine if the provision of prerecorded lecture video podcasts (VODcasts) to first-year Graduate Entry to Medicine (GEM) students, affected attendance at 21 Physiology lectures within three separate pre-clinical modules.: Methods: Data on lecture attendance, utilization of VODcasts, and whether VODcasts should replace live lectures were drawn from three surveys conducted in academic years 2014–2015 and 2015–2016 on all first-year GEM students in two first-year pre-clinical modules where prerecorded Physiology VODcasts were available for viewing or downloading prior to scheduled live lectures. Results: A total of 191/214 (89%) students responded to the three surveys, with 84.3% of students attending all 21 lectures in the study. Only 4% of students missed more than one lecture in each of the three lecture series, with 79% indicating that VODcasts should not replace lectures. Conclusion: Therefore, we conclude that the attendance of pre-clinical GEM students at live lectures is not significantly impacted upon by the provision of lecture VODcasts, with most students viewing them as useful revision tools rather than as a replacement for live lectures.
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Keywords
VODcasts , Medicine students , Student attendance , Graduate Entry to Medicine (GEM) students , Pre-clinical modules , Lecture VODcasts
Citation
Rae, M. G. and O’Malley, D. (2016) 'Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?', Medical Teacher, pp. 1-5. doi:10.1080/0142159X.2017.1270436
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© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on 27/12/2016, available online: http://www.tandfonline.com/10.1080/0142159X.2017.1270436