Prerecorded lecture content: Does this enhance student performance?

Abstract

In this day and age of computer‐based learning and instant access to all information, delivery of information to medical students has been significantly altered. The traditional lecture‐based class presentation has become less necessary. We have shown that many of the students are not even reading textbook‐based information, but are relying on computer‐based information delivery. We are currently delivering 24 textbooks to the students in an electronic format. The advantage of this electronic presentation of textbooks is that students can search textbook material like they do internet material. This allows the students to have vetted, accurate information on which to rely. The physiology portion of the curriculum at Paul Foster School of Medicine is delivered over a two‐year time frame. This presentation of material is integrated into the clinical presentation method of delivering basic science content in the context of clinical medicine. We have matriculated 3 classes: for the first two classes, physiology was delivered by lecture only. This past year all lecture material was prerecorded and class time has evolved into Q and A sessions involving deliberate practice of associated material. Anecdotally, students like the new format and in limited comparison they are performing about 10% better on exams. Our new format allows consistent content delivery with real time application.