Summative Assessment Scores Research Articles

Impacts of engagement on academic outcomes in technology-enhanced learning

Engagement is essential for improving academic outcomes, especially in technology-enhanced learning (TEL) environments where self-regulated learning is critical. This study investigated the longitudinal impacts of different levels of engagement on undergraduate students’ short-term and long-term academic outcomes in TEL. Using a learning analytics and learning management system (LMS) log data obtained from a large university blended course, the research (1) identified six key TEL engagement variables, (2) clustered students into four distinct learning profiles based on different levels of TEL engagement, and (3) tracked their summative assessment scores over a term. Material access, formative quiz attempts, and system logins were significant predictors of course performance. The results revealed that TEL differences among student groups, initially minor, expanded over the term, and finally significantly impacted the final exam scores, with highly engaged undergraduates achieving better outcomes. The findings highlight the long-term benefits of fostering TEL or academic success.

Online physiology teaching for nursing students during the COVID-19 pandemic – strengths, challenges and reinforcement measures

Objectives: The forced shift to online education during the COVID-19 pandemic posed several challenges to Indian nursing education, especially with a complex subject like physiology. The objective of the study was to assess the apprehensions, expectations, and challenges perceived by nursing students and physiology faculty about the online mode of learning physiology, to evaluate the utility of reinforcement measures during the constraints of the pandemic, and to compare the online, offline, and blended modes. Materials and Methods: First-year nursing students (n = 100) underwent online and blended modes of physiology learning, with added reinforcement measures, during the pandemic. Beginning, mid, and end of course feedback was taken from students on the expectations and perceptions of the online mode. Feedback was obtained from students and faculty to understand the strengths and challenges of both modes. Quantitative data of student feedback were analysed using the Cochran-Mantel-Haenszel test. Thematic content analysis was used for qualitative data. Objective measures of student performance were compared using unpaired t-tests. Results: Online learning was perceived to be more difficult than anticipated by students. ‘Comfort’ in learning and ‘time management’ were the major strengths, while ‘reduced internet connectivity,’ ‘lack of interactions’ and ‘health issues’ were the biggest challenges expressed by students and faculty. The planned reinforcement measures were ‘sometimes’ helpful in revising and improving students’ confidence. The final summative assessment scores of students showed a better performance compared to the preceding academic batch. Conclusion: Students and faculty expressed some advantages and several disadvantages of online learning. They preferred offline or well-designed blended learning. The reinforcement measures seemed to aid student learning. The objective measures of assessment showed that students adapted well to the online mode. A model for blended learning for 1st-year nursing education, that utilises the advantages of both modes of learning, has been proposed, which requires further validation.

Enhancing Learner Engagement in Online Education through ADDG9E Model

Abstract—Nowadays, Online Education has been an inevitable choice of practice in the teaching-learning process. Learner engagement is one of the ineluctable challenges faced by the course teachers. For sustaining the learner's engagement throughout the course, teachers have to plan teaching-learning activities such as learning environment, content delivery, active student engagement, assessment, and evaluation. To plan teaching–learning activities effectively, the ADDG9E Instructional Design model, the combination of ADDIE and the Gagne’s 9 events models, has been proposed. Computer Programming CP101x – online bridge course has been offered to first-year engineering students. This course has been offered to improve the problem-solving skills of the learners. The proposed model has been implemented for organizing an online bridge course using the Moodle platform. The experimental results show that the proposed model has improved the learner's engagement, sustainability in learning, formative and summative assessment scores compared to physical classroom teaching. The course feedback shows that how well the learners have enjoyed their learning in the proposed ADDG9E Instructional Design modelbased online bridge course on computer programming. Keywords— ADDIE Model, Gagne’s 9 Events Model, Online Instructional Design, Online Learning, Online Course Design, Student Engagement, Self-Learning, Self-Motivation.

Perception of Medical Students Toward the Impact of Online Education on their Academic Performance and Emotional Wellbeing

Introduction: Online education was used to some extent in all fields before COVID 19 pandemic. Its use has markedly increased during the pandemic, with a major shift from traditional teaching methods to online and hybrid teaching. Due to advancements in medicine and technology, the use of e-learning and artificial intelligence in health education is compulsory. 
 Objective: This study aims to determine the perceptions of medical students toward the impact of online education on their academic performance and emotional well-being.
 Methods: A 31-item questionnaire was devised on Google Forms and disseminated through WhatsApp groups of the fourth- and final-year MBBS students of Allama Iqbal Medical College. The survey was administered from April 4th, 2023, to April 30th, 2023. The questionnaire consisted of mixed-style questions. The medical students were asked about their perceptions of online education and its impact on academic performance and emotional well-being. Results: More than 50 percent of students reported a positive impact of online education on their academic performance, but it negatively affected their practical skills. Many students experienced anxiety, stress, and difficulty focusing during online education. A significant difference is observed due to student status and residential status in their academic performance and emotional well-being.
 Conclusion: Students have positive perceptions of their academic performance in terms of formative and summative assessment scores but experience negative effects on their practical skills. It is associated with various degrees of emotional disturbance, including stress, anxiety, less motivation, and an attention deficit.
 Keywords: Online Education, Academic Performance, Emotional well-being

Effective formative assessment for pharmacy students in Thailand: lesson learns from a school of pharmacy in Thailand

Introduction: Formative assessment (FA) is an assessment concept that is of interest in education. The Doctor of Pharmacy program is one of the programs in which FA is usually implemented. This study aimed to describe the correlation between FA scores and summative assessment (SA) scores and to suggest possible key success factors that affect the effectiveness of FA.MethodsThis study employed a retrospective design using mixed methods for data collection. Data in the semesters 1/2020 and 2/2020 of the Doctor of Pharmacy curriculum in a Thailand pharmacy school were used. Three sets of data were gathered, including the course information (e.g. FA methods, FA scores, and SA scores) from 38 records, self-reports from 326 students and 27 teachers, and 5 focus group discussions. The quantitative data were statistically analyzed using descriptive statistics and Pearson correlation, while the qualitative data were analyzed using a content analysis framework.ResultsThe analysis revealed five main methods that were used for FA, including individual quizzes, individual reports, individual skill assessments, group presentations, and group reports. Of all 38 courses, 29 (76.32%) had significant correlations between FA and SA scores at p-values < 0.05. The individual FA score was related to the correlation coefficient of the courses (p-value = 0.007), but the group FA score was not related (p-value = 0.081). In addition, only the frequency of individual quiz had a significant effect on the correlation coefficient. Moreover, the key success factors which affected the effectiveness of FA were divided into six themes, including the appropriate method, an effective reflection, frequency of assessment, the appropriate score, the adequate support system, and teacher knowledge management.ConclusionThe subjects that used individual FA methods provided a significant correlation between FA and SA, while those who used group FA methods did not show a significant correlation. Additionally, the key success factors in this study were appropriate assessment methods, frequency of assessment, effective feedback, appropriate scoring, and a proper support system.

Medical Education During COVID-19 Pandemic: A Comparative Effectiveness Study of Face-to-Face Traditional Learning Versus Online Digital Education of Basic Sciences for Medical Students.

During the coronavirus disease 2019 (COVID-19) pandemic, internet-based learning modalities and online classes became a tool for the continuous learning process for medical students. The aim of this study was to compare medical student performance in both online versus offline instructional methods. The study was conducted on 213 medical students of the basic science program at the American University of Antigua, College of Medicine (AUACOM), who completed the four semesters consecutively between Spring 2018 and Fall 2020. Two cohorts of students were considered in the study: cohort 1 (those who completed years 1 and 2 using traditional offline teaching modality) and cohort 2 (those who completed year 1 offline and year 2 online). The years 1 and 2 National Board of Medical Examiners (NBME) summative assessment scores of the students were used to determine which instructional modality generated better student performance outcomes for the two groups. Additionally, we evaluated the score variabilities between genders to determine if teaching modality had an impact on a specific group. All statistical comparisons were done using two-tailed t-tests. The study involves 213 students (112 in cohort 1, 101 in cohort 2). There was no significant difference in student performance between offline and online learners overall (74 ± 2.3vs. 73 ±1.3; p = 0.537) or with respect to gender (73 ±3.8 vs. 73 ±3.0; p= 0.709). In this comparative effectiveness study of traditional offline education versus online instructional modality, we observed no statistical difference in student performance evaluated with NBME summative assessment scores. Online classes were well-accepted by our students. These data show a significant and promising potential for the future of medical education using online teaching modalities. Remote online teaching could be used again in the future without detriment to student education if face-to-face (F2F) learning is not possible.

Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education

ABSTRACT Background The core principle of HyFlex (‘hybrid’ and ‘flexible’) learning is to maintain learning equity under most circumstances. Within a blended framework in precision medical education, how different preferences of synchronous learning environment influence learning process and outcome is limited. We investigated students’ preclass online video learning experiences and their choices toward synchronous class formats. Methods This was a mixed-methods study. During the 2021 academic year, all 5th-year medical students who had viewed online video clips presenting core concepts were asked to complete a survey on their preference for future synchronous class format (face-to-face, online, or HyFlex) and asked to provide reflective comments on their self-learning. Anonymous survey data, online records, and summative assessment scores (short-term learning outcomes) were collected. Kruskal – Wallis or Chi-square tests were used to compare differences between groups, and multiple linear regression was managed to select the factors associated with various choices. The students’ comments were coded in a descriptive thematic analysis. Results Among 152 medical students, 150 responded to the questionnaires, and 109 provided comments. Medical students spent a median of 32 min online, significantly shorter in the face-to-face group than in the online and HyFlex groups. The online group had a lower preclass video completion rate for certain concepts. The choice was not associated with short-term learning outcomes. Student feedback revealed a higher frequency of multiple themes for each student in the face-to-face and HyFlex groups, and these themes fell into the categories of learning efficiency, focus concentration, and course attractiveness. Conclusions Linking the choice of the class format and learning experiences of preclass online videos sheds light on a step further within a blended framework of precision medical education. Supplement of online interactive elements may help secure learning engagement among students choosing ‘online only’ class format of HyFlex learning.

Effectiveness of implementation of formative assessments as a part of competency-based medical education on summative assessment: A pilot study

Background: Assessment is an essential part of each and every education, which represents the learning of a student. If the assessments are performed regularly, it inspires active study habits and inevitably enhance learning. Aim and Objectives: Formative assessments, which are performed regularly, increase the effectiveness of the learning. Hence, we aimed to observe the effectiveness of spaced formative assessments on the performance of students in summative assessments. Materials and Methods: We selected 250 first-year medical students from the 22 to 23 batch. The students were categorized into three groups on the basis of formative assessment performance. Group I did not appear in the formative assessment, Group II scored &lt;50% in the formative assessment, and Group III scored more than 50% in the formative assessment. Multiple comparisons of scores of summative assessments between different groups were done using ANOVA. Scores of formative assessment and summative assessments were correlated using Pearson correlation. Results: We got a statistically significant difference (P &lt; 0.05) in mean summative assessment scores in different groups. Again, the analysis showed formative assessments had a significant (P &lt; 0.05) relationship with summative assessment performance. Conclusion: The performance of formative assessments is predictive of summative examination scores. Academically poor medical students will be benefited from formative assessments.

Is the assumption of equal distances between global assessment categories used in borderline regression valid?

BackgroundStandard setting for clinical examinations typically uses the borderline regression method to set the pass mark. An assumption made in using this method is that there are equal intervals between global ratings (GR) (e.g. Fail, Borderline Pass, Clear Pass, Good and Excellent). However, this assumption has never been tested in the medical literature to the best of our knowledge. We examine if the assumption of equal intervals between GR is met, and the potential implications for student outcomes.MethodsClinical finals examiners were recruited across two institutions to place the typical ‘Borderline Pass’, ‘Clear Pass’ and ‘Good’ candidate on a continuous slider scale between a typical ‘Fail’ candidate at point 0 and a typical ‘Excellent’ candidate at point 1. Results were analysed using one-sample t-testing of each interval to an equal interval size of 0.25.Secondary data analysis was performed on summative assessment scores for 94 clinical stations and 1191 medical student examination outcomes in the final 2 years of study at a single centre.ResultsOn a scale from 0.00 (Fail) to 1.00 (Excellent), mean examiner GRs for ‘Borderline Pass’, ‘Clear Pass’ and ‘Good’ were 0.33, 0.55 and 0.77 respectively.All of the four intervals between GRs (Fail-Borderline Pass, Borderline Pass-Clear Pass, Clear Pass-Good, Good-Excellent) were statistically significantly different to the expected value of 0.25 (all p-values < 0.0125).An ordinal linear regression using mean examiner GRs was performed for each of the 94 stations, to determine pass marks out of 24. This increased pass marks for all 94 stations compared with the original GR locations (mean increase 0.21), and caused one additional fail by overall exam pass mark (out of 1191 students) and 92 additional station fails (out of 11,346 stations).ConclusionsAlthough the current assumption of equal intervals between GRs across the performance spectrum is not met, and an adjusted regression equation causes an increase in station pass marks, the effect on overall exam pass/fail outcomes is modest.

How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning

Background: We investigated how quiz activities can improve summative assessment outcomes by analyzing the relationship between them.Methods: We used 217 first-year medical students’ medical informatics data from 3 consecutive years. We analyzed summative assessment outcomes between quiz completion and incompletion groups, one-time and multiple-time quiz learning groups, and three combined comparisons between subgroups of quiz learning activity frequencies: 1 versus 2, 3, 4, and 6 (group 1), 1 and 2 versus 3, 4, and 6 (group 2), and 1, 2, and 3 versus 4 and 6 (group 3). We then analyzed correlations between the final quiz scores and summative assessment outcomes.Results: The summative assessment means for students who completed quizzes and those who did not were 87.16±8.73 and 83.22±8.31, respectively (p=0.001). The means for the one-time and multiple-time quiz learning groups were 86.54±8.94 and 88.71±8.10, respectively (p=0.223). The means for combined subgroups were not significantly different between groups (p&gt;0.05), although a statistically significant increasing trend was found from groups 1 to 3 (0.223&gt;0.203&gt;0.075 using the t-test and 0.225&gt;0.150&gt;0.067 using the Mann-Whitney test, respectively). Summative assessment scores were not significantly correlated with quiz scores (r=0.115, p=0.213).Conclusions: Quizzes helped students who used self-directed learning obtain better summative assessment outcomes. Formative quizzes presumably did not provide students with direct knowledge, but showed them their weak points and motivated them to work on areas where their knowledge was insufficient.

Peer Assisted Learning; The Perspective of Peer Tutors

Objective: To determine the perspective of PAL tutors regarding the effectiveness of PAL in promoting knowledge and skills among the undergraduate students using small group discussions in an integrated module. Methodology: A prospective qualitative method study was conducted at Rawal Dental College, Islamabad, from April to June, 2021, for 12 weeks. Students from the second year of BDS (n = 50) were divided into five small groups. Five students’ volunteers were chosen from those who completed the previous units with more than 80% summative assessment score and with good communication skills. The group discussion centered on the application of core knowledge and skills in pathology. Responses from the tutors for the qualitative data were obtained using in depth one-on-one semi-structured interviews with audio recorded. The verbatim in the form of audio and notes were transcribed, and the qualitative analysis was performed by two independent investigators, generating codes, themes, and subthemes. Results: The results showed the comprehensive understanding of the insights of tutors and the motivational elements for achieving academic goals and improving teamwork and teaching skills. Many factors encouraged their participation as tutors, including the acquisition of knowledge and leadership skills. The students felt that their compassionate attitude encouraged active participation by the fellow students, increasing their confidence and learning. The students perceived that they had attained essential attributes that would benefit them in professional life in the future. Conclusion: The students enjoyed the Peer-assisted learning experience and recognized its importance for their academic and professional development. While learning in a relaxed environment, the students achieved their basic learning goals, developed leadership skills, improved communication skills, and gained confidence. Keywords: Peer Group, Integrated curriculum, Near-Peer tutoring. Â

Increasing Collaborative Discussion in Case-Based Learning Improves Student Engagement and Knowledge Acquisition

BackgroundIn the transition from academic to clinical learning, the development of clinical reasoning skills and teamwork is essential, but not easily achieved by didactic teaching only. Case-based learning (CBL) was designed to stimulate discussions of genuine clinical cases and diagnoses but in our initial format (CBL’10) remained predominantly tutor-driven rather than student-directed. However, interactive teaching methods stimulate deep learning and consolidate taught material, and we therefore introduced a more collaborative CBL (cCBL), featuring a structured format with discussions in small breakout groups. This aimed to increase student participation and improve learning outcomes.MethodA survey with open and closed questions was distributed among 149 students and 36 tutors that had participated in sessions of both CBL formats. A statistical analysis compared exam scores of topics taught via CBL’10 and cCBL.ResultsStudents and tutors both evaluated the switch to cCBL positively, reporting that it increased student participation and enhanced consolidation and integration of the wider subject area. They also reported that the cCBL sessions increased constructive discussion and stimulated deep learning. Moreover, tutors found the more structured cCBL sessions easier to facilitate. Analysis of exam results showed that summative assessment scores of subjects switched to cCBL significantly increased compared to previous years, whereas scores of subjects that remained taught as CBL’10 did not change.ConclusionsCompared to our initial, tutor-led CBL format, cCBL resulted in improved educational outcomes, leading to increased participation, confidence, discussion and higher exam scores.

Gauging metacognitive awareness and performance of grade 8 mathematics learners using a theory-based alternative assessment

The pandemic necessitated the remote implementation of instruction, challenging even the best existing instructional strategies to respond to the demand for self-directed learning. Literature suggests that metacognitive strategies may provide a potential answer to this growing need. In this study, we designed a theory-based alternative assessment for a group of grade 8 learners (n=23). The primary aim is to determine the effect of the alternative assessment on the learners’ metacognitive awareness, and its relationship to their performance scores in the subsequent summative assessment. Results show that the alternative assessment improved the metacognitive awareness level of the learners as a whole (p=.011) and particularly, their regulation of cognition (p=.006). Pearson correlation also revealed a significant moderate correlation between learners’ alternative assessment and subsequent summative assessment scores – as a whole (r=.47) and when considering higher-order thinking skills items (r=.44). Overall, the alternative assessment model a viable prototype for future metacognitive instructional materials.

Examining Elementary School Teachers' Views and Practices Related to Grading and Reporting of Students' Learning

This paper presents the elementary school teachers’ views and practices related to grading and reporting of students’ learning. This study also examined the different challenges that are faced by teachers during grading practices and also explored the gaps that exist between teachers' views and practices regarding grading and reporting of students' learning. Qualitative research (phenomenological design) was employed to conduct the study. Data were collected in two phases; in phase one, open-ended questionnaires were used with 50 teachers, which comprised four general questions related to grading and reporting of students' learning. On the basis of the initial analysis of teachers' input, those ten teachers were selected for phase two of data collection activities which have maximum variations in their views. Data were collected through in-depth interviews and documents analysis in phase two of data collection. The major findings revealed that the traditional grading system is used in public schools and teachers consider only cognitive factors (achievement marks) and summative assessment scores while assigning grades to students' learning. The findings highlighted the difficulties like large class size, the restriction imposed by authority, consideration of different factors, etc., that teachers faced during their grading practices. It was further revealed that noticeable gaps exist between teachers’ views and their practices related to grading and reporting of students’ learning. For example, participant teachers insisted on considering both cognitive and non-cognitive factors, but their practices contradict their views since the grades were assigned only on the basis of Percentage marks and that too obtained during summative exams.

Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics Courses.

Background: Synchronous education describes when teaching, learning, and assessment occur concurrently and asynchronous education describes when teaching, learning, and assessment occur anytime. Remote learning is where teaching and learning occur via technological means. Objective: This report describes a remote, asynchronous learning method implemented in a 3-year, block curriculum, Doctor of Pharmacy degree program. Methods: Remote asynchronous lectures embedded with quizzes were delivered to pharmacy students at the end of their first professional year and beginning of their second professional year. Camtasia software and Screencast.com were utilized during portions of 4 pharmacotherapeutic-based courses. Students completed time-spaced quizzes embedded every 5 to 15 minutes throughout the videos and quiz scores were recorded. Discrete watches, number of total watches, and average number of video quiz questions correctly answered were examined for Spearman's rank correlation coefficient (ρ) with end-of-course summative assessment scores. Results: There were no strong positive correlations between discrete watches, number of total watches, and average number of video quiz questions correctly answered and end-of-course assessment scores (ρ range: -0.47 to 0.25). There were weak to moderate correlations within the rheumatology and dermatology assessment scores based on the Screencast.com content questions and the number of unique video watches (ρ = 0.40), average number of total video watches (ρ = 0.28), and average percent of quiz questions correct (ρ = 0.40), all of which were statistically significant (P < 0.05). Conclusions: Remote asynchronous lectures including time-spaced quizzes were not associated with improvements in summative assessment performance. Mild positive correlations between remote asynchronous lectures and time-spaced quizzes may correspond with discrete questions on a summative assessment but those relationships may be influenced by the content within the remote asynchronous lectures.

An innovative educational strategy for learning and teaching clinical skills during the COVID-19 pandemic

Background. Educational institutions were compelled to adapt their educational strategies during the COVID-19 pandemic. The innovation of boot camps as a strategy for learning and teaching clinical skills was applied by a school of nursing immediately after the hard lockdown in South Africa. Objectives. To describe the outcomes of implementing an innovative educational strategy for the learning and teaching of clinical skills in an undergraduate nursing programme. Methods. The study comprised a parallel convergent mixed-methods design. Qualitative data were collected from educators (n=7) involved with the boot camps, while the quantitative data comprised module evaluations by 219 students and summative practical assessment scores. Thematic analysis through an inductive approach was applied for the qualitative data, while central tendency and frequencies were used to analyse the quantitative data. Results. Three themes emerged from the narrative data, i.e. rationalising the boot camps, executing the boot camps and learning from the boot camps. Quantitative data support each of the themes. The boot camps appeared to have been appreciated as an emergency innovative educational strategy, with improved student assessment outcomes. Conclusions. The COVID-19 pandemic forced education institutions to adopt a variety of innovative educational strategies. Boot camps appear to have positively influenced the learning and teaching of clinical skills at a school of nursing. There is a need for robust longitudinal research evaluating the long-term effect of such innovative educational strategies.

Evaluation of a large group supervision model in a university student-led physiotherapy clinic

Background/Aims Clinical placements are a crucial aspect of training for student healthcare professionals, but the traditional 1:1 student–staff placement ratio puts a strain on placement capacity. This study evaluated a large group supervision model in physiotherapy in a university setting, looking at the student placement experience and patient outcomes. Methods The effectiveness of the supervision model was assessed using several indicators: student satisfaction, student performance, patient satisfaction and clinic contribution to placement capacity. Both students (n=34) and patients (n=85) filled out surveys to measure their satisfaction, and the results of the National Student Survey were also analysed in relation to the clinic and the wider physiotherapy course. Results Both patients and students reported high levels of satisfaction with the clinic and the placement model, with students noting the usefulness of the clinic in preparing them for work and increasing their employability. Summative assessment scores were also high. Overall, the clinic was able to provide 15–25% of the course's placement capacity per block. Conclusions The large group supervision model is just as effective, if not more so, than traditional placement models in terms of both capacity and quality, with very positive feedback from both students and patients. This method of training should be considered and researched further in other healthcare education contexts.

Effect of a summer school on formative and summative assessment in accounting education

This paper investigates the effect of a voluntary accounting summer school on formative and summative assessments in accounting education. A quasi-experiment with a questionnaire design was conducted in a first-year undergraduate accounting course. The sample consisted of 497 first-time higher education students. The effectiveness of voluntary summer school for performance was examined by comparing the attendees’ and non-attendees’ scores on two formative assessments and one summative assessment to determine whether attendees scored higher. The results of multiple one-way analyses of covariance, controlling for different variables, reveal that attendance at summer school has a significantly positive effect on short-term performance (first formative assessment), but it disappears over time. No significant differences are found for the second formative assessment or the summative assessment. Stepwise linear regression analyses show that the scores of the test the students completed at the end of summer school are significantly positively related to the summative assessment score (final exam at the end of the semester). Implications and recommendations for further research and the organization of summer schools are covered.

Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education.

Background: A student's level of curiosity in a subject after learning about it through online videos has not been addressed well in the medical education field. The purpose of this study, therefore, was to investigate online learning's effect on the stimulation of curiosity and short-term learning outcomes in a blended framework of precision medical education.Methods: A mixed-methods research design was used. During the 2020 academic year, all fifth-year medical students who, prior to class, viewed 6 video clips that presented 6 core concepts were invited to complete a survey and self-reflection on their learning process to assess their level of curiosity in each concept. For each group of medical students, teaching assistants helped collect anonymous survey data and summative assessment scores representing the students' learning outcomes. Video-viewing patterns, attained through an action log transformation, were also coded for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare differences between groups, and multiple linear regression was used to select the factors affecting learning outcomes. Qualitative data were content-coded through a descriptive approach using thematic analysis.Results: Of 142 medical students, 136 watched the online videos, 124 responded to the questionnaires, and 92 provided comments. Students' curiosity levels after learning about each concept through online videos significantly correlated with the degree to which a concept was learned. Medical students spent a median of 1.6 h online, and pause frequency correlated with curiosity in certain concepts. Aroused curiosity was associated with short-term learning outcomes in inconsistent effect sizes and directions. Students' feedback revealed various dimensions of curiosity, including novelty acknowledgment, recognition of an information gap, and information-seeking requests.Conclusions: Curiosity can be induced through online video learning platforms and has a role in short-term learning outcomes in medical education.

Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores.

Anecdotal evidence suggests learners experience fatigue and burnout from multiple hours on virtual platforms. We compared summative exam performance data of second year preclinical medical students in a medical neuroscience course over consecutive years in which interactive synchronous activities occurred in-person (2019) or entirely online (2020). Exam items that assessed interactive, synchronously delivered content in 2020 had mean scores that were significantly lower than 2019. Interestingly, summative exam performance in the preceding course showed no appreciable difference. Taken together, our findings suggest that prolonged use of virtual platforms in preclinical medical education might negatively impact the efficacy of synchronous learning.