Video Lecture Capture Technology Helps Students Study without Affecting Attendance in Large Microbiology Lecture Courses.
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ABSTRACT:
SUBMITTER: McLean JL
PROVIDER: S-EPMC5134957 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Introduction:Triage is the process of determining the priority of patients' treatments based on the severity of their conditions. The aim of the present study was to survey the effect of triage video podcasting on the knowledge and performance of pre-hospital students. Methods:Sixty pre-hospital students were randomly divided into two groups of a 30-subject control group and a 30-subject intervention group. A pre-test was administered among all students. Afterwards, for the first group, triage education was offered through lectures using PowerPoint, while for the second group, audio and video podcasts tailored for this training program were employed. Right after the training as well as one month later, post-tests were run for both groups, and the results were analysed using an independent t-test and covariance. Results:No significant difference was observed between the effects of both types of education on knowledge and performance, either immediately, or one month after training. Discussion:We suggest that video podcasts are ready to replace traditional teaching methods in triage.
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Project description:This position paper presents the Microbiology in Nursing and Allied Health (MINAH) Undergraduate Curriculum Guidelines (Appendix 1) that were developed by a committee effort of the American Society for Microbiology (ASM). These guidelines differ from the 2012 General Microbiology Undergraduate Curriculum Guidelines presented by a separate ASM taskforce. The fact that some U.S. nursing programs are eliminating microbiology courses from their curriculum prompted the development of curriculum guidelines focused on nursing and allied health. Here we review: 1) factors that have shifted microbiology's place in health professions curricula (with a focus on nursing associate degree programs); 2) resources to support microbiology's inclusion in nursing and allied health programs; and 3) recommendations for maintaining microbiology as a full course (lecture and laboratory) in nursing and allied health undergraduate curricula.
| S-EPMC5969438 | biostudies-other
Project description:Declining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students' ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students' minds regarding the relevance and value of these sessions.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-021-01236-8.
| S-EPMC8368907 | biostudies-literature
Project description:IntroductionNegative physician attitudes toward people with disabilities create barriers to health care for these individuals. Barriers can include withholding of standard medical and preventive care, provision of inferior treatment, and patient mistrust of the health care system. Thus, preparing medical students to care for people with disabilities is especially important. Educating health care providers early in their careers can shape their interactions while their approach to patients is still deliberate.MethodsWe developed an interactive introductory session for first- and second-year medical students on how to approach individuals with observable disability in clinical settings. In the session, we explored—through a combination of lecture, discussion, and patient perspective—how negative physician behavior can create health care barriers, as well as proposed a framework for approaching patients with disability. We presented this session in two formats: (a) a slide deck with instructions that a presenter can use to deliver the session and (b) a stand-alone video introduction with reflective questions.ResultsThe session was evaluated by 151 first-year medical students, with 79% reporting either somewhat or much more comfort approaching individuals with disability following the session.DiscussionThe integration of patient and physician perspectives, as well as the use of reflective questions, provides the opportunity for students to actively explore reasons for provider discomfort with disability and delineate clinical setting strategies to approach patients with disability.
| S-EPMC7331955 | biostudies-literature
Project description:Topics related to energy transformation and metabolism are important parts of an undergraduate biology curriculum, but these are also topics that students traditionally struggle with. To address this, we have created a short online Interactive Video Vignette (IVV) called To Ferment or Not to Ferment: That is the Question. This IVV is designed to help students learn important ideas related to cellular respiration and metabolism. Students in various courses across four institutions were assigned the IVV as an out-of-class preinstruction homework assignment. To test the effectiveness of this IVV on student learning, we collected and analyzed data from questions embedded in the IVV, open response reflection questions, and pre- and postassessments from IVV watchers and nonwatchers. Our analysis revealed that students who completed the IVV activity interacted productively with this online tool and made significant learning gains on important topics related to cellular respiration and metabolism. This IVV is freely available via https://www.rit.edu/cos/interactive/MINT for instructors to adopt for class use.
| S-EPMC7452716 | biostudies-literature
Project description:BackgroundThe effect of availability of lecture recordings on academic outcomes is not clear and it is not known whether these recordings change the association between lecture attendance and academic outcomes. Few surveys of lecture attendance or lecture recordings use by students are linked to academic outcomes. The aims were (i) to determine any association between lecture attendance and academic outcomes for students who had access to lecture recordings, (ii) to determine any association between accessing lecture recordings and academic outcomes and (iii) to use a survey to determine why students attend lectures and/or access lecture recordings in a course in medical laboratory science.MethodsConsenting students signed in when attending lectures and/or completed an online survey. Pearson's correlation coefficients were calculated to determine whether there was an association between attending lectures or accessing lecture recordings and academic outcomes.ResultsConsent rates were high for both the sign-in (90%) and survey (64%). The main findings were that in 2017 and 2018: (i) the average lecture attendance was 39 and 27%, respectively, (ii) there was no association between lecture attendance and academic outcomes, (iii) there was no association between accessing lecture recordings and academic outcomes. Survey respondents were almost equally divided between those attending lectures weekly, sometimes or not. Reasons for attending lectures included greater perceived learning and interaction with staff and other students, while reasons for not attending related to inconvenience or other commitments. Lecture recordings were accessed to clarify, revise or catch up on content, or as an alternative to attending lectures. One-third of students provided additional feedback on accessing lecture recordings, and the most common themes were 'flexibility' and 'useful'. Lecture slides (PowerPoints), independently of lecture recordings, were used extensively by the students.ConclusionsFrom this study, it does not seem that either lecture attendance or accessing lecture recordings are major determinants of academic outcomes for most students. As students vary in their lecture attendance and use of online resources including lecture recordings and lecture slides, academic staff should continue to provide a range of resources for students.
| S-EPMC7329538 | biostudies-literature
Project description:PURPOSE:The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model. METHODS:Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook College of Dentistry, Korea, who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year. The instructor uploaded the lecture videos to YouTube before each class. At the end of the second semester, the students were surveyed using a questionnaire devised by the authors. RESULTS:Of the students, 53 (76.8%) always watched the lecture before the class, 48 (69.6%) used their smartphones, and 66 (95.7%) stated that they watched the lectures at home. The majority of the students replied that the video lectures were easier to understand than in-person lectures (82.6%) and that they would like to view the videos again after graduation (73.9%). CONCLUSION:Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.
| S-EPMC6249142 | biostudies-literature
Project description:The goal of this cross-sectional observational study was to assess dental students' satisfaction regarding team-based learning (TBL) methodology in prosthodontics courses taught at College of Dentistry, Princess Nourah bint Abdulrahman University, Saudi Arabia. Undergraduate dental students at second, third, fourth, and fifth years were taught prosthodontics courses through traditional and TBL pedagogies. TBL sessions consisted of preparation, readiness assurance, and application. At the end of each prosthodontics course, the students were asked to complete a self-administered questionnaire that was divided into four sections to assess the effect of TBL on the following parameters: information acquisition, interpersonal skills improvement, classroom environment, and the students-instructors interaction. The responses of the questionnaire followed the Likert scoring method (scaled from 1 to 5). The t-test and ANOVA statistical analyses were performed using SPSS. Results. The response rate to the questionnaire was 86%. There were a significant relationship and correlation between TBL pedagogy and student satisfaction (P values ≤ 0.05) for all levels. The means of the responses for the second and fifth years were 4.36 and 4.56, respectively, where the means for the third and fourth years were 3.54 and 3.59, respectively. The parameter notably affected by TBL was interpersonal skills enhancement. All students strongly agreed that TBL enhances personal flexibility and boosts their self-esteem. Conclusion. Students showed positive perceptions about TBL pedagogy in terms of active engagement, knowledge acquisition, and improvement of interpersonal skills leading to more efficient learning outcome.
| S-EPMC8794685 | biostudies-literature
Project description:BackgroundThe corona pandemic has led to short-term adjustments of the procedures in medical courses. In many departments classroom teaching was no longer possible so that it was necessary to implement digital courses to provide an adequate medical training.MethodsWe developed a digital curriculum based on the contents of our established courses using primary in-house tools, such as Cisco WebEx and Moodle. We then performed a student survey to evaluate the implementation of the concept.ResultsThe evaluation showed good ratings according to teaching content and didactics. The communication with the students and between each other was also considered good. Students assessed attention during the course to be equivalent in comparison to classroom teaching. As expected, the training of practical skills was evaluated as poor. For future courses most of the students could imagine a combination of digital and classroom teaching.DiscussionImplementing a digital course was a sudden challenge for students and tutors. With suitable software solutions and good communication, it is possible to adequately teach theoretical content via digital courses. Students assessed the digital training in most parts to be a good and an equivalent option compared to classroom teaching. A remaining problem is the lack of practical training.
| S-EPMC7924020 | biostudies-literature
Project description:ObjectiveThere is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students' cognitive engagement and motivation.MethodsA randomised controlled trial involving 197 participants from three institutions was conducted. The control group attended a freestyle lecture on the gross anatomy of the heart, delivered by a qualified anatomist from each institution. The intervention group attended a CLT-bLM-based lecture on a similar topic, delivered by the same lecturer, three weeks thereafter. The lecturers had attended a CLT-bLM workshop that allowed them to prepare for the CLT-bLM-based lecture over the course of three weeks. The students' ratings on their cognitive engagement and internal motivation were evaluated immediately after the lecture using a validated Learners' Engagement and Motivation Questionnaire. The differences between variables were analysed and the results were triangulated with the focus group discussion findings that explored students' experience while attending the lecture.ResultsThe intervention group has a significantly higher level of cognitive engagement than the control group; however, no significant difference in internal motivation score was found. In addition, the intervention group reported having a good learning experience from the lectures.ConclusionThe guideline successfully stimulated students' cognitive engagement and learning experience, which indicates a successful stimulation of students' germane resources. Stimulation of these cognitive resources is essential for successful cognitive processing, especially when learning a difficult subject such as anatomy.
| S-EPMC6695024 | biostudies-literature