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The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing
William B Burton1, Terence P Ma2, Martha S Grayson2
1Office of Educational Resources, Albert Einstein College of Medicine, Bronx, NY, USA.
Background:
In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time.
Methods:
Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years.
Results:
Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video.
Conclusions:
With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.
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