The positive impact of lecture recordings in individual courses has been reported. In the last several years there has been an increased use of digitized lectures in medical education, involving audio/screen capture and/or videorecording of lecturer, made available in a web-based format to medical students after delivery of lectures. Further analysis of the value of specific features and the patterns of use of the video files will assist with strategic planning for using technology to support instruction and to improve student learning. Over 75% of students indicated a positive subjective effect on study habits and exam scores (“learning the material better”). Most students (over 80%) used the variable speed playback option. Student views on effectiveness varied: the majority (84% of all students responding) indicated that online lectures are just as effective as or more effective than live class lectures the remainder said they are less effective. A greater percentage of Year 2 students indicated they watched the online lectures instead of attending class. With respect to type of use, 77% of Year 1 students and 53% of Year 2 students used the online lecture files in addition to attending live lectures. Survey results of four student cohorts indicated that students in both curricular types perceived that online lecture recordings were an important component for studying basic science content. The purpose of this study was (1) to assess student perspectives on the extent and pattern of use of the digital materials, features important to students, and the perceived impact on student performance, and (2) to determine if there were differences among students in the use of the online lectures in Year 1 courses (discipline-based lecture-based curriculum) and Year 2 courses (modified problem-based learning curriculum). Video screen capture recordings with audio of live medical school lectures, with variable speed playback options, have been available for most basic science courses in the preclinical curriculum for 2 years, including courses in Year 1 (discipline-based curriculum primarily delivered by classroom lectures) and Year 2 (modified problem-based learning curriculum with up to 7 lectures per week).
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