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Vergleichende Untersuchung von Videopodcasts und Vorlesungen bezüglich des Lernerfolgs unter Einbeziehung der studentischen Selbsteinschätzung zur Mediennutzung und zu Lernpräferenzen

dc.contributor.advisorKönig, Sarah Prof. Dr.
dc.contributor.authorNieland, Katrin
dc.titleVergleichende Untersuchung von Videopodcasts und Vorlesungen bezüglich des Lernerfolgs unter Einbeziehung der studentischen Selbsteinschätzung zur Mediennutzung und zu Lernpräferenzende
dc.title.translatedComparative analysis of video podcasts to lectures in regard to learning success in relation to assessment of media usage and learning preferencesde
dc.contributor.refereeKönig, Sarah Prof. Dr.
dc.description.abstractengBACKGROUND/OBJECTIVE: Undergraduate medical education still relies on lectures as the core teaching activity. However, e-learning and new media have begun to augment learning and information gathering over the last few years. The aim of this study was to investigate the effect of 2 teaching formats in surgical education, a classic lecture and a video podcast (vodcast), on knowledge gain, in particular with respect to the participants' characteristics and preferences. DESIGN: A prospective study was conducted over 2 consecutive semesters. A traditional lecture on goitre was given to the first of the 2 semesters and replaced by a matching video podcast made available to the second. An untaught subject (cholelithiasis) served as control. Knowledge gain was calculated as the difference in point scores between entry and mid-module examinations. Furthermore, participants completed a postintervention survey, in which they specifically rated their digital affinity and learning preferences. A cluster analysis was conducted to evaluate differences between individuals affecting their performance. RESULTS: Both teaching formats resulted in a significant knowledge gain with no significant difference between the two, although students spend less time watching the video podcast. Two clusters could be identified across both semesters: Cluster 2 (Digital natives) proved to be significantly different from Cluster 1 (Traditional learners) with respect to the 4 variables: "technically interested," the "use of smartphones," "activity in social networks," and "reading in digital formats. For students classified as "Traditional learners" learning gain was not dependent on the format. However, students classified as "Digital natives" performed significantly worse when exposed to the lecture format. CONCLUSIONS: The study shows that knowledge gain through digital learning media can have an equivalent result when compared to a traditional lecture. Various factors like learning habits and affinity to digital media have been included in this study to evaluate their impact on learning with different teaching formats. Cluster analysis revealed that students with an obvious affinity to information communication technology were at a significant disadvantage when exposed to the lecture. In future, we recommend offering a pretest to determine an individual's profile and empower students to plan their learning activities
dc.contributor.coRefereeSennhenn-Kirchner, Sabine PD Dr.
dc.subject.engPersonalized learning environmentde
dc.subject.engPractice-Based Learning and Improvementde
dc.subject.engSystems-Based Practicede
dc.subject.engVideo Podcast vs. Lecturede
dc.affiliation.instituteMedizinische Fakultätde
dc.subject.gokfullAusbildung {Medizin} (PPN619874902)de

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