The impact of vodcast utilisation upon student learning in the Physiology component of a first year graduate to entry medicine module

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dc.contributor.author Rae, Mark G.
dc.contributor.author McCarthy, Marian
dc.date.accessioned 2019-08-15T14:36:47Z
dc.date.available 2019-08-15T14:36:47Z
dc.date.issued 2017-05-11
dc.identifier.citation Rae, M.G. & McCarthy, M. (2017) 'The impact of vodcast utilisation upon student learning in the Physiology component of a first year graduate to entry medicine module'. Journal of The Scholarship of Teaching and Learning, 17 (2), pp. 1-23. en
dc.identifier.volume 17 en
dc.identifier.issued 2 en
dc.identifier.startpage 1 en
dc.identifier.endpage 23 en
dc.identifier.issn 1527-9316
dc.identifier.uri http://hdl.handle.net/10468/8342
dc.identifier.doi 10.14434/josotl.v17i2.21125 en
dc.description.abstract The current study sought to determine the effectiveness of video-on-demand podcasts (vodcasts) as a tool for facilitating the understanding of Physiology by first year undergraduate Graduate Entry to Medicine (GEM 1) students. Seventy three GEM 1 students were provided with full length vodcasts of lecture material in advance of each of nine Physiology lectures. Exam performance, using identical sample questions, was assessed against performance of the 2012-2013 GEM 1 class, which did not have access to the vodcasts. Qualitative information on students’ perceptions of the vodcasts was also gathered and analysed. Analysis revealed that the study group of 2013-2014 GEM 1 students achieved significantly higher grades in various examination formats in comparison to the control 2012-2013 GEM 1 cohort. Qualitative analysis of responses to the attitudinal survey revealed that the majority of students liked the vodcasts and that previewing them before lectures did indeed facilitate understanding of the lecture material. However, only 15% of the class was able to view all nine of the prepared vodcasts prior to lectures. Notably, the majority of students indicated that they also considered the vodcasts to be valuable revision tools. This study is the first to show that the use of vodcasts can provide clear, quantifiable benefits for GEM student learning over and above lecture notes and/or lecture slides alone. Our analysis suggests that this improvement was due both to their use as a preview tool as well as facility for later revision of lecture content. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Indiana University en
dc.relation.uri https://scholarworks.iu.edu/journals/index.php/josotl/article/view/21125
dc.rights © 2017 the authors. Published in Journal of the Scholarship of Teaching and Learning, licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International en
dc.subject Adult learning en
dc.subject Improving classroom teaching en
dc.subject Interactive learning environments en
dc.subject Media in education en
dc.subject Teaching/learning strategies en
dc.title The impact of vodcast utilisation upon student learning in the Physiology component of a first year graduate to entry medicine module en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Mark Rae, Physiology, University College Cork, Cork, Ireland. +353-21-490-3000 Email: m.rae@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2019-08-14T11:47:58Z
dc.description.version Published Version en
dc.internal.rssid 327904273
dc.description.status Peer reviewed en
dc.identifier.journaltitle Journal of the Scholarship of Teaching and Learning en
dc.internal.copyrightchecked No
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress m.rae@ucc.ie en


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