Teaching and learning in medicine · 2013
Synchronous videoconferencing: impact on achievement of medical students.
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Hortos Kari, Sefcik Donald, Wilson Suzanne G, McDaniel John T, Zemper Eric
Аннотация
BACKGROUND: Medical schools are expanding their enrollment, and synchronous lecture broadcast is being used more frequently to deliver instruction across multiple sites.
PURPOSE: To assess whether the videoconferencing lecture-delivery method is associated with differences in medical student performance on national licensing examinations at lecture site-of-origin versus lecture receiving sites.
METHODS: The academic preparedness of medical students at the time of admission and performance on a national licensing examination were compared for students predominantly receiving live lectures and those receiving synchronous videoconferencing lectures. External metrics were analyzed to establish baseline preparedness (Medical College Admission Test scores) and to determine academic achievement (national licensing examination scores).
RESULTS: The authors found no statistically significant differences between site-of-origin and receiving sites in medical student preparedness or academic achievement.
CONCLUSIONS: Medical students that receive the majority of their lectures through synchronous videoconferencing perform no differently on national licensing examinations than students that attend live lectures at the site-of-origin.
PURPOSE: To assess whether the videoconferencing lecture-delivery method is associated with differences in medical student performance on national licensing examinations at lecture site-of-origin versus lecture receiving sites.
METHODS: The academic preparedness of medical students at the time of admission and performance on a national licensing examination were compared for students predominantly receiving live lectures and those receiving synchronous videoconferencing lectures. External metrics were analyzed to establish baseline preparedness (Medical College Admission Test scores) and to determine academic achievement (national licensing examination scores).
RESULTS: The authors found no statistically significant differences between site-of-origin and receiving sites in medical student preparedness or academic achievement.
CONCLUSIONS: Medical students that receive the majority of their lectures through synchronous videoconferencing perform no differently on national licensing examinations than students that attend live lectures at the site-of-origin.