Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study.
Moving Knowledge Acquisition From the Lecture Hall to the Student Home: A Prospective Intervention Study.
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DOI：
10.2196/jmir.3814
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发表时间：
2015-09-28
影响因子：
7.4
通讯作者：
Anders S
中科院分区：
文献类型：
--
作者：
Raupach T;Grefe C;Brown J;Meyer K;Schuelper N;Anders S
播客很受医学生欢迎，但播客的使用对本科医学教育学习成果的影响尚未得到详细研究。我们的目的是评估带有测验问题和听讲座的播客对短期和中期知识保留的影响。参加心肺教学模块的学生被要求在参加现场讲座之前通过观看播客并提交相关测验问题的答案来准备 10 场具体讲座。在相同问题上的表现通过惊喜测试和保留测试进行评估。观看播客并提交测验问题的答案（相对于不使用播客/测验）与惊喜测试中所有项目和保留测试中 7 个项目的测试表现显着提高相关。出席讲座（相对于不出席）分别与 3 个项目和 1 个项目的较高测试成绩相关。在根据年龄、性别和整体表现水平进行调整的线性回归分析中，播客/测验的使用和听课情况都是学生表现的重要预测因素。然而，在惊喜测试（38.7% vs 2.2%）和保留测试（19.1% vs 4.0%）中，播客/测验使用所解释的方差大于听课所解释的方差。当与测验问题结合使用时，播客有可能比现场讲座的效果更能促进知识的获取和保留。
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. Our aim was to assess the impact of podcasts accompanied by quiz questions and lecture attendance on short- and medium-term knowledge retention. 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. 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%). 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.