Exploring medical student decisions regarding attending live lectures and using recorded lectures.

BACKGROUND: Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. AIM: This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. METHODS: A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. RESULTS: M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. CONCLUSIONS: Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

Twelve tips for utilizing principles of learning to support medical education.

BACKGROUND: Research in the cognitive sciences on learning and memory conducted across a range of domains, settings, and age groups has resulted in the identification and formulation of a set of generic learning principles. These learning principles have proven relevant and applicable to a wide range of learning situations in a variety of settings, and can be useful in supporting medical education. They can provide guidance to medical students for efficient and effective study, and can be helpful to faculty to support instructional planning and decisions relating to curriculum. AIM: This article discusses evidence-based principles of learning and their relationship to effective learning, teaching, pedagogy and curriculum development. METHOD: We reviewed important principles of learning to determine those most relevant to improving medical student learning, guiding faculty toward more effective teaching, and in designing a curriculum. RESULTS: Our analysis has resulted in the articulation of key learning principles and specific strategies that are broadly applicable to medical school learning, teaching, and instructional planning. CONCLUSIONS: The twelve tips highlight principles of learning that can be effectively applied in the complex learning environment of medical education.