Are live lectures a discontinued model? A survey on the influence of synchronous online lecturing on the perception of teaching and assessment outcome.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2023-06-15 eCollection Date: 2023-01-01 DOI:10.3205/zma001632
Jannik Osten, Victoria Behrens, Sadie Behrens, Andreas Herrler, Tim Clarner
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Abstract

Objectives: In the early phase of their studies, students are confronted with a number of teaching and learning methods they are usually not familiar with. Beyond, learning in a university environment requires a high degree of self-organization. Thus, the transition from learning in a school environment to university can be challenging for students and associated with adjustment difficulties. We hypothesized that synchronous online lecturing might be able to serve as a thematic superstructure and a curricular guide that can positively influence course perception, motivation and exam outcome.

Methods: We investigated this hypothesis in a retrospective approach by comparing results from histology exams (2020 n=411, 2021 n= 423) and questionnaires for course evaluation received from medical and dentistry second semester students of the RWTH Aachen University, Germany, in 2020 (n=113 questionnaire participants) and 2021 (n=106 questionnaire participants). While in 2020, due to the Corona Pandemic, no synchronous online lectures were held, these were reintroduced in 2021.

Results: Our results show several differences in between the two study cohorts. Most important findings include a significantly (p<0.001) lower number of students that failed to pass or withdrew from the exam in 2021, an increased motivation to deal with the learning content (p<0.001) and a higher perceived quality of the study materials (p<0.001) in 2021.

Conclusion: Our study indicates that synchronous online lectures can be an important tool to help students to accustom to new learning environments and to structure private study. Further studies will now have to show whether live (online) lectures can have the same significance during clinical training.

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直播授课模式是否已停用?关于同步在线授课对教学和评估结果的影响的调查。
目标:在学习的早期阶段,学生们要面对许多他们通常并不熟悉的教学和学习方法。此外,在大学环境中学习需要高度的自我组织能力。因此,从学校环境中的学习过渡到大学环境中的学习,对学生来说可能具有挑战性,并伴有适应困难。我们假设,同步在线授课可以作为一种主题上层建筑和课程指导,对课程认知、学习动机和考试结果产生积极影响:我们通过比较德国亚琛工业大学医学和牙科学第二学期学生在2020年(113名问卷参与者)和2021年(106名问卷参与者)的组织学考试成绩(2020年n=411,2021年n=423)和课程评估问卷,以回顾性的方法研究了这一假设。2020 年,由于科罗娜大流行,没有举办同步在线讲座,但 2021 年重新举办了同步在线讲座:结果:我们的研究结果表明,两组研究对象之间存在若干差异。结果:我们的研究结果表明,两组研究对象之间存在若干差异,其中最重要的差异是,同步在线讲座的效果明显(p我们的研究表明,同步在线讲座可以成为帮助学生适应新的学习环境和安排自习的重要工具。进一步的研究将表明,现场(在线)讲座在临床培训中是否具有同样的意义。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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