Online lecture capturing system: Expected and actual effects of implementation in a problem-based learning medical curriculum

Abstract Context: An online lecture capturing system (OLCS) was implemented in a medical school integrating problem-based learning curriculum. An academic investigation examining how medical students used OLCS and what were its educational effects were required. Aims: This study examined medical students’ perceptions of OLCS, actual usage of OLCS, and the effects on learning. Methods: An online questionnaire asking about the perceptions of OLCS was distributed to first and second year medical students. Individual student’s OLCS usage was analyzed descriptively. Cluster analysis was conducted based on the OLCS usage and students’ prior academic performance to reveal the academic effects of OLCS. Results: Most students (82 out of 106) perceived OLCS as an effective educational tool. Their actual use of OLCS, however, was low and quite variable depending on their needs and preferences. Reviewing the captured lectures did not affect students’ performance on exams of knowledge. Conclusions: This study calls for follow-up studies investigating personalized use of OLCS and student attributes in PBL.

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