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      Online Lectures in Undergraduate Medical Education: Scoping Review

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          Abstract

          Background

          The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes.

          Objective

          The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design.

          Methods

          This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education.

          Results

          In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use.

          Conclusions

          Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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          Most cited references37

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          American medical education 100 years after the Flexner report.

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            Lecture halls without lectures--a proposal for medical education.

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              Live lecture versus video-recorded lecture: are students voting with their feet?

              In light of educators' concerns that lecture attendance in medical school has declined, the authors sought to assess students' perceptions, evaluations, and motivations concerning live lectures compared with accelerated, video-recorded lectures viewed online. The authors performed a cross-sectional survey study of all first- and second-year students at Harvard Medical School. Respondents answered questions regarding their lecture attendance; use of class and personal time; use of accelerated, video-recorded lectures; and reasons for viewing video-recorded and live lectures. Other questions asked students to compare how well live and video-recorded lectures satisfied learning goals. Of the 353 students who received questionnaires, 204 (58%) returned responses. Collectively, students indicated watching 57.2% of lectures live, 29.4% recorded, and 3.8% using both methods. All students have watched recorded lectures, and most (88.5%) have used video-accelerating technologies. When using accelerated, video-recorded lecture as opposed to attending lecture, students felt they were more likely to increase their speed of knowledge acquisition (79.3% of students), look up additional information (67.7%), stay focused (64.8%), and learn more (63.7%). Live attendance remains the predominant method for viewing lectures. However, students find accelerated, video-recorded lectures equally or more valuable. Although educators may be uncomfortable with the fundamental change in the learning process represented by video-recorded lecture use, students' responses indicate that their decisions to attend lectures or view recorded lectures are motivated primarily by a desire to satisfy their professional goals. A challenge remains for educators to incorporate technologies students find useful while creating an interactive learning culture.
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                Author and article information

                Contributors
                Journal
                JMIR Med Educ
                JMIR Med Educ
                JME
                JMIR Medical Education
                JMIR Publications (Toronto, Canada )
                2369-3762
                Jan-Jun 2018
                10 April 2018
                : 4
                : 1
                : e11
                Affiliations
                [1] 1 Faculty of Medicine University of Toronto Toronto, ON Canada
                [2] 2 Gerstein Science Information Centre University of Toronto Toronto, ON Canada
                Author notes
                Corresponding Author: Marcus Law marcus.law@ 123456utoronto.ca
                Author information
                http://orcid.org/0000-0002-1969-7595
                http://orcid.org/0000-0003-3658-6675
                http://orcid.org/0000-0002-7263-6804
                http://orcid.org/0000-0001-6820-3021
                http://orcid.org/0000-0002-3613-2270
                http://orcid.org/0000-0001-9746-6381
                Article
                v4i1e11
                10.2196/mededu.9091
                5915670
                29636322
                553fbd20-9ade-4b67-ad13-211b2bc1001f
                ©Brandon Tang, Alon Coret, Aatif Qureshi, Henry Barron, Ana Patricia Ayala, Marcus Law. Originally published in JMIR Medical Education (http://mededu.jmir.org), 10.04.2018.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License ( https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on http://mededu.jmir.org/, as well as this copyright and license information must be included.

                History
                : 3 October 2017
                : 10 December 2017
                : 4 February 2018
                : 28 February 2018
                Categories
                Review
                Review

                online lectures,undergraduate medical education,multimedia design,assessment,scoping review,e-learning

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