Digital Affinity in Medical Students Influences Learning Outcome: A Cluster Analytical Design Comparing Vodcast With Traditional Lecture

• Published in: Journal of surgical education Vol. 76; no. 3; pp. 711 - 719
• Main Authors: Backhaus, Joy, Huth, Katrin, Entwistle, Andrew, Homayounfar, Kia, Koenig, Sarah
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-05-2019
• Subjects: E-learning; Personalized learning environment; Practice-Based Learning and Improvement; Professionalism; Systems-Based Practice; Vodcast vs. Lecture; E-learning; Vodcast vs. Lecture; Practice-Based Learning and Improvement; Personalized learning environment; Professionalism; Systems-Based Practice
• ISSN: 1931-7204; 1878-7452
• DOI: 10.1016/j.jsurg.2018.12.001

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.
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 vodcast 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 pooling both semesters to evaluate differences between individuals affecting their performance.
Both teaching formats resulted in a significant knowledge gain. Two clusters could be identified across both semesters: Cluster 2 (Digital natives) proved to be significantly different from Cluster 1 (Traditional) with respect to the 4 variables: “technically interested,” the “use of smartphones,” “activity in social networks,” and “reading in digital formats.” The knowledge gain differences between formats for students in the “Traditional” cluster were statistically insignificant. However, students in the cluster “Digital natives” performed significantly worse when exposed to the lecture format.
Cluster analysis revealed that the students with an obvious affinity to information communication technology were found to be at a significant disadvantage in the lecture. In future, we recommend offering some form of pretest to determine an individual's profile and empower students to plan their learning activities accordingly.