Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study

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Abstract

Background

Podcasts are popular with medical students, but the impact of podcast use on learning outcomes in undergraduate medical education has not been studied in detail.

Objective

Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention.

Methods

Students enrolled for a cardio-respiratory teaching module were asked to prepare for 10 specific lectures by watching podcasts and submitting answers to related quiz questions before attending live lectures. Performance on the same questions was assessed in a surprise test and a retention test.

Results

Watching podcasts and submitting answers to quiz questions (versus no podcast/quiz use) was associated with significantly better test performance in all items in the surprise test and 7 items in the retention test. Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7% vs 2.2%) and retention test (19.1% vs 4.0%).

Conclusions

When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures.

Related collections

Most cited references 27

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Improved learning in a large-enrollment physics class.

Carl Wieman, L Deslauriers, Ellen Schelew (2011)

We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.

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

Charles G Prober, Chip Heath (2012)

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Is Open Access

Massive Open Online Courses on Health and Medicine: Review

Tharindu Rekha Liyanagunawardena, Shirley Ann Williams (2014)

Background Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. Objective We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine. Methods Health and medicine–related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate. Results The search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition. Conclusions The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of increasing health literacy among the public.

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Author and article information

Contributors

Tobias Raupach:

University Medical Centre GöttingenClinic for Cardiology and PneumologyGeorg-August University GöttingenRobert-Koch-Strasse 40Göttingen, D-37075Germany49 55139 ext 892249 5513920900raupach@med.uni-goettingen.de

ORCID: http://orcid.org/0000-0003-2555-8097

Journal

Journal ID (nlm-ta): J Med Internet Res

Journal ID (iso-abbrev): J. Med. Internet Res

Journal ID (publisher-id): JMIR

Title: Journal of Medical Internet Research

Publisher: JMIR Publications Inc. (Toronto, Canada )

ISSN (Print): 1439-4456

ISSN (Electronic): 1438-8871

Publication date Collection: September 2015

Publication date (Electronic): 28 September 2015

Volume: 17

Issue: 9

Electronic Location Identifier: e223

Affiliations

[1] ¹University Medical Centre Göttingen Clinic for Cardiology and Pneumology Georg-August University Göttingen GöttingenGermany

[2] ²Health Behaviour Research Centre Department of Epidemiology & Public Health University College London LondonUnited Kingdom

[3] ³Department of Clinical, Educational and Health Psychology University College London LondonUnited Kingdom

[4] ⁴University Medical Centre Göttingen Clinic for Haematology and Oncology Georg-August University Göttingen GöttingenGermany

[5] ⁵University Medical Centre Hamburg-Eppendorf Department of Legal Medicine HamburgGermany

Author notes

Corresponding Author: Tobias Raupach raupach@ 123456med.uni-goettingen.de

Author information

Tobias Raupach http://orcid.org/0000-0003-2555-8097

Clemens Grefe http://orcid.org/0000-0002-1575-0758

Jamie Brown http://orcid.org/0000-0002-2797-5428

Katharina Meyer http://orcid.org/0000-0002-8081-9694

Nikolai Schuelper http://orcid.org/0000-0001-9712-9780

Sven Anders http://orcid.org/0000-0002-1268-5022

Article

Publisher ID: v17i9e223

DOI: 10.2196/jmir.3814

PMC ID: 4642370

PubMed ID: 26416467

SO-VID: f0173832-6bcc-4ece-9639-e756b5a7a855

Copyright © ©Tobias Raupach, Clemens Grefe, Jamie Brown, Katharina Meyer, Nikolai Schuelper, Sven Anders. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 28.09.2015.

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on http://www.jmir.org/, as well as this copyright and license information must be included.

History

Date received : 28 August 2014

Date revision requested : 17 February 2015

Date revision received : 18 July 2015

Date accepted : 2 September 2015

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