Does the availability of lecture video recordings change in‐class attention and learning by first medical students? Data on use and perceived benefits.

Abstract

INTRODUCTION: In 2007, Boston University School of Medicine began video recording course lectures in Human Gross Anatomy and posting these recordings on a password protected website. METHODS: A survey was administered to assess student use of these videos and whether the recordings impacted in‐class attention and learning. RESULTS: Sixty two percent (108/175) of the students responded and of these, 56% reported using the recordings. Most users viewed lectures within one week; 51% viewed select portions of lectures and 37 % watched select lectures in their entirety. Of the students who reported a change in in‐class behavior, the most frequent response was that students focused on “listening to understand” rather than “worrying about writing down details.” When asked if their understanding of the course material was enhanced by viewing lecture recordings, 87% of users chose either “agree” or “strongly agree.” Students were generally satisfied with the recordings, though some commented on the lack of portability of the videos. The most common reason for not using the videos was “lack of time.” SUMMARY: More than half of surveyed students taking Human Gross Anatomy reported using video recordings. Of these students, 87 % reported that this tool enhanced their learning. Use of video recordings is in its early stages and further evaluation of its effectiveness, and comparison with other recording options should be pursued.