Medical students’ perceptions of video-linked lectures and video-streaming

Video-linked lectures allow healthcare students across multiple sites, and between university and hospital bases, to come together for the purposes of shared teaching. Recording and streaming video-linked lectures allows students to view them at a later date and provides an additional resource to support student learning. As part of a UK Higher Education Academy-funded Pathfinder project, this study explored medical students’ perceptions of video-linked lectures and video-streaming, and their impact on learning. The methodology involved semi-structured interviews with 20 undergraduate medical students across four sites and five year groups. Several key themes emerged from the analysis. Students generally preferred live lectures at the home site and saw interaction between sites as a major challenge. Students reported that their attendance at live lectures was not affected by the availability of streamed lectures and tended to be influenced more by the topic and speaker than the technical arrangements. These findings will inform other educators interested in employing similar video technologies in their teaching. Keywords: video-linked lecture; video-streaming; student perceptions; decisionmaking; cross-campus teaching DOI: 10.1080/09687761003657622

[1]  Y. Q. Mohammed,et al.  Face-to-Face vs. Real-Time Clinical Education: No Significant Difference. , 2007 .

[2]  Chiara Raffelini,et al.  An evaluation of the training activities provided by videoconferencing in a university hospital centre , 2006 .

[3]  Parvati Dev,et al.  An analysis of technology usage for streaming digital video in support of a preclinical curriculum , 2000, AMIA.

[4]  Kevin Kavanaugh,et al.  A randomized trial comparing digital and live lecture formats [ISRCTN40455708 , 2004, BMC medical education.

[5]  S. Billings-Gagliardi,et al.  Student Decisions about Lecture Attendance: Do Electronic Course Materials Matter? , 2007, Academic medicine : journal of the Association of American Medical Colleges.

[6]  Comparison of face‐to‐face versus interactive video continuing medical education delivery modalities , 1998 .

[7]  Karen Mattick,et al.  Medical Student Attendance at Non-compulsory Lectures , 2007, Advances in health sciences education : theory and practice.

[8]  Maria Lee,et al.  The quality of teaching and learning via videoconferencing , 2002, Br. J. Educ. Technol..

[9]  Victor Lo,et al.  Video Streaming of Lectures via the Internet: An Experience. , 2001 .

[10]  R. Belue,et al.  Objective assessment of videoconferenced lectures in a surgical clerkship. , 2005, American journal of surgery.

[11]  Stephen Doheny-Farina,et al.  Medical Student Evaluations of Lectures Attended in Person or From Rural Sites via Interactive Videoconferencing , 2004, Teaching and learning in medicine.

[12]  Roy Canning,et al.  The use of video-conferencing for continuing personal and professional development in higher education: a small-group case study , 1999 .

[13]  Mark Freeman,et al.  Video Conferencing: a Solution to the Multi-campus Large Classes Problem? , 1998, Br. J. Educ. Technol..

[14]  Neil Pitcher,et al.  Videoconferencing in Higher Education , 2000 .

[15]  Sheelagh Carville,et al.  'It's A Bit Like Star Trek': The Effectiveness of Video Conferencing , 2000 .

[16]  Solomon,et al.  A Randomized Trial Comparing Digital and Live Lecture Formats , 2004 .

[17]  Deborah Gill,et al.  Twelve tips for teaching using videoconferencing , 2005, Medical teacher.

[18]  Majid Moridani,et al.  Asynchronous video streaming vs. synchronous videoconferencing for teaching a pharmacogenetic pharmacotherapy course. , 2007, American journal of pharmaceutical education.