Department of Medical Education and Informatics, Faculty of Medicine, Gazi University, Ankara, Turkey.
Department of Medical Education and Informatics, College of Medicine and Health Sciences, Sultan Qaboos University, Muscat, Oman.
Med Teach. 2023 Aug;45(8):913-917. doi: 10.1080/0142159X.2023.2189537. Epub 2023 Mar 17.
This study aimed to determine how watching lecture videos at 1× and 2× speeds affects memory retention in medical students.
A posttest-only experimental design was utilized. The participants were 60 Year-1 and Year-2 medical students. The participants were assigned to one of two groups through stratified randomization: Group 1 would watch the video at 1× speed, and Group 2 at 2× speed. Their performance was assessed using a test comprising 20 multiple-choice questions. The test has been applied immediately after watching the video (Immediate test), and, again after one week (Delayed test). Parametric and non-parametric statistical tests were performed.
In the Immediate test, the mean score of the 1× speed group was 11.26 ± 4.06, while 2× speed group's mean score was 10.16 ± 2.46. The difference was not significant t(58) = 1.26, > .05. In the Delayed test, the mean score of 1× speed group was 9.66 ± 3.94, while 2× speed group's mean score was 8.36 ± 2.80. The difference was not significant t(55) = 1.42, > .05.
Watching the video lecture at 2× speed did not impair memory retention in medical students. This may help students to save time in their dense curricula.[Box: see text].
本研究旨在确定以 1 倍速和 2 倍速观看讲座视频对医学生记忆保留的影响。
采用后测实验设计。参与者为 60 名一年级和二年级医学生。通过分层随机化将参与者分为两组：第 1 组以 1 倍速观看视频，第 2 组以 2 倍速观看。他们的表现通过一个包含 20 个多项选择题的测试来评估。测试在观看视频后立即进行（即时测试），一周后再次进行（延迟测试）。进行了参数和非参数统计检验。
在即时测试中，1 倍速组的平均得分为 11.26±4.06，而 2 倍速组的平均得分为 10.16±2.46。差异无统计学意义 t(58)=1.26，>.05。在延迟测试中，1 倍速组的平均得分为 9.66±3.94，而 2 倍速组的平均得分为 8.36±2.80。差异无统计学意义 t(55)=1.42，>.05。
以 2 倍速观看视频讲座并没有损害医学生的记忆保留。这可能有助于学生在密集的课程中节省时间。[方框：见正文]。
