Department of Neurosurgery, Puerta de Hierro University Hospital, IDIPHISA, Manuel de Falla 1, Majadahonda-Madrid, 28222, Spain.
Department of Surgery, Faculty of Medicine, Autonomous University of Madrid, Arzobispo Morcillo 4, Madrid, 28029, Spain.
BMC Med Educ. 2024 Oct 25;24(1):1218. doi: 10.1186/s12909-024-06228-x.
to analyze which factors are associated with students' engagement and participation in video-based lectures in a flipped classroom environment.
A single-center experience with video-based lectures in undergraduate medical education is described. The activity was applied to the subject of Neurosurgery during two consecutive courses (2021/22 and 2022/23). The videos were available prior to face-to-face classes through the online application Edpuzzle. Information was obtained from the own platform at the end of each course. Multivariable linear regression analyses were performed to assess the association between different variables and the percentage of video viewing, the early dropout rate, and the percentage of audience retention.
A total of 109 students registered in Edpuzzle (87.2% of all enrolled students). Fifty-one videos were uploaded each course to cover 11 topics. Mean video viewing rate was 41%. Those videos linked to the earliest classroom lessons showed more percentage of viewing and audience retention than those programmed at the end of the course. With mandatory classroom assistance and homework assignments, the seminar videos were viewed more but retained less audience. Shorter videos were associated with higher viewing and audience adhesion, but the presence of questions embedded throughout the clip did not significantly engage students. No significant difference was observed regarding lesson topics.
It is essential to emphasize the importance of designing strategies to initially engage learners since more than half of our students never connected to the clips. Decreasing engagement was associated with the end of the course and video length. Seminar videos were viewed more but retained less audience. Active learning activities such as quizzes embedded throughout the clips did not significantly engage learners.
分析在翻转课堂环境中，哪些因素与学生参与基于视频的讲座有关。
描述了一个在本科医学教育中基于视频的讲座的单中心经验。该活动在连续两个课程（2021/22 年和 2022/23 年）的神经外科学中应用。视频通过在线应用程序 Edpuzzle 在面对面课程之前提供。在每个课程结束时，从自己的平台上获得信息。进行多变量线性回归分析，以评估不同变量与视频观看百分比、早期辍学率和观众保留率之间的关系。
共有 109 名学生在 Edpuzzle 上注册（所有注册学生的 87.2%）。每个课程上传了 51 个视频，涵盖 11 个主题。平均视频观看率为 41%。与最早的课堂课程相关的视频比在课程结束时编程的视频显示出更高的观看率和观众保留率。有强制性的课堂辅导和作业，研讨会视频观看的更多，但保留的观众较少。较短的视频与更高的观看率和观众粘着性相关，但嵌入剪辑中的问题的存在并没有显著吸引学生。关于课程主题没有观察到显著差异。
强调设计策略以最初吸引学习者的重要性至关重要，因为我们的学生中超过一半从未连接到视频。参与度下降与课程结束和视频长度有关。研讨会视频观看的更多，但保留的观众较少。嵌入剪辑中的测验等主动学习活动并没有显著吸引学习者。
