Ikonne Uzoma, Campbell Anna M, Whelihan Kate E, Bay Ralph C, Lewis Joy H
J Am Osteopath Assoc. 2018 Dec 1;118(12):813-823. doi: 10.7556/jaoa.2018.174.
Some medical educators have noted a decline in classroom attendance. Understanding student preferences for content delivery and the relationship between student attendance and learning outcomes may enhance curricular design and best practices for technology-supported learning.
To measure the attendance of first-year osteopathic medical students, evaluate the relationship between classroom attendance and aggregate mean course grades, and characterize factors that influence attendance decisions when recorded lectures are available.
In nonmandatory class sessions during the 2015-2016 academic year, student attendance data were collected using audience response technology and were linked to course grades. Pearson product moment and partial correlations, controlling for Medical College Admissions Test scores, were calculated to quantify the relationship between classroom attendance and aggregate mean course grades. Students were surveyed to characterize factors influencing attendance decisions and compare the perceived convenience, efficiency, and effectiveness of classroom attendance vs lecture capture technology. The preferred modality for receiving didactic content was assessed, and open-ended questions were included about the advantages or disadvantages of lecture capture, classroom attendance, and podcasts. Responses were analyzed using open and axial coding.
A 78% reduction in first-year student classroom attendance was measured from the beginning to the end of the academic year (P<.001). The correlation between classroom attendance and aggregate mean course grades (r=0.17; P=.29) and the partial correlation between them after controlling for admission test scores (r=0.18; P=.08) were not significant, except in the Neuromusculoskeletal A course (r=0.22; P=.027). Students regarded lecture capture recordings as more convenient, efficient, and effective than classroom attendance, and podcasting was the preferred method of content delivery. Major themes associated with the open-ended questions were effective or ineffective time management, enhanced interaction, learning advantages or challenges, and positive or negative content characteristics.
First-year classroom attendance decreased significantly during the academic year, but the authors found no significant relationship between attendance and aggregate mean course grades. Students regarded lecture capture recordings as a practical alternative to attending class; however, podcasts were the preferred modality for receiving didactic content. These findings may help in developing learning-centered curricula at colleges of osteopathic medicine.
一些医学教育工作者注意到课堂出勤率有所下降。了解学生对内容呈现方式的偏好以及学生出勤与学习成果之间的关系，可能会改进课程设计以及技术支持学习的最佳实践。
测量一年级整骨医学学生的出勤率，评估课堂出勤与课程平均总成绩之间的关系，并确定在有录制讲座的情况下影响出勤决策的因素。
在2015 - 2016学年的非必修课程中，使用观众反应技术收集学生出勤数据，并将其与课程成绩相关联。计算皮尔逊积矩相关系数和偏相关系数（控制医学院入学考试成绩），以量化课堂出勤与课程平均总成绩之间的关系。对学生进行调查，以确定影响出勤决策的因素，并比较课堂出勤与讲座录制技术在便利性、效率和有效性方面的认知。评估接收教学内容的首选方式，并纳入关于讲座录制、课堂出勤和播客的优缺点的开放式问题。使用开放式编码和轴心编码对回答进行分析。
从学年开始到结束，一年级学生的课堂出勤率下降了78%（P <.001）。课堂出勤与课程平均总成绩之间的相关性（r = 0.17；P =.29）以及在控制入学考试成绩后的偏相关性（r = 0.18；P =.08）不显著，除了神经肌肉骨骼A课程（r = 0.22；P =.027）。学生认为讲座录制比课堂出勤更方便、高效和有效，播客是首选的内容呈现方式。与开放式问题相关的主要主题是有效的或无效的时间管理、增强的互动、学习优势或挑战以及积极或消极的内容特征。
学年期间一年级课堂出勤率显著下降，但作者发现出勤与课程平均总成绩之间没有显著关系。学生认为讲座录制是上课的一种实用替代方式；然而，播客是接收教学内容的首选方式。这些发现可能有助于整骨医学院开发以学习为中心的课程。
