Synchronous Videoconferencing: Impact on Achievement of Medical Students

Background: Medical schools are expanding their enrollment, and synchronous lecture broadcast is being used more frequently to deliver instruction across multiple sites. Purpose: To assess whether the videoconferencing lecture-delivery method is associated with differences in medical student perform...

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Bibliographic Details
Published in:Teaching and learning in medicine 2013-07, Vol.25 (3), p.211-215
Main Authors: Hortos, Kari, Sefcik, Donald, Wilson, Suzanne G., McDaniel, John T., Zemper, Eric
Format: Article
Language:English
Subjects:
Achievement
distance education
Education, Medical, Undergraduate - methods
Educational Measurement
Humans
Licensure, Medical
medical education
Students, Medical
Surveys and Questionnaires
synchronized videoconferencing
Teaching - methods
Videoconferencing
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Summary:Background: Medical schools are expanding their enrollment, and synchronous lecture broadcast is being used more frequently to deliver instruction across multiple sites. Purpose: To assess whether the videoconferencing lecture-delivery method is associated with differences in medical student performance on national licensing examinations at lecture site-of-origin versus lecture receiving sites. Methods: The academic preparedness of medical students at the time of admission and performance on a national licensing examination were compared for students predominantly receiving live lectures and those receiving synchronous videoconferencing lectures. External metrics were analyzed to establish baseline preparedness (Medical College Admission Test scores) and to determine academic achievement (national licensing examination scores). Results: The authors found no statistically significant differences between site-of-origin and receiving sites in medical student preparedness or academic achievement. Conclusions: Medical students that receive the majority of their lectures through synchronous videoconferencing perform no differently on national licensing examinations than students that attend live lectures at the site-of-origin.
ISSN:1040-1334
1532-8015
DOI:10.1080/10401334.2013.797344