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Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience

PURPOSE: We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction. METHODS: We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using conve...

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Autores principales: Ashour, Omar, Alkhatib, Ahmad Muneer, Al Zureikat, Qusai, Al-Shaikhli, Mustafa, Ata, Basel Bani, Massad, Talal, Al-Huneidy, Leen, Al-Sabbagh, Mohammed Qussay, Al-Ani, Abdallah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Korean Society of Medical Education 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10020058/
https://www.ncbi.nlm.nih.gov/pubmed/36858374
http://dx.doi.org/10.3946/kjme.2023.246
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author Ashour, Omar
Alkhatib, Ahmad Muneer
Al Zureikat, Qusai
Al-Shaikhli, Mustafa
Ata, Basel Bani
Massad, Talal
Al-Huneidy, Leen
Al-Sabbagh, Mohammed Qussay
Al-Ani, Abdallah
author_facet Ashour, Omar
Alkhatib, Ahmad Muneer
Al Zureikat, Qusai
Al-Shaikhli, Mustafa
Ata, Basel Bani
Massad, Talal
Al-Huneidy, Leen
Al-Sabbagh, Mohammed Qussay
Al-Ani, Abdallah
author_sort Ashour, Omar
collection PubMed
description PURPOSE: We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction. METHODS: We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis. RESULTS: We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11). CONCLUSION: Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.
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spelling pubmed-100200582023-03-18 Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience Ashour, Omar Alkhatib, Ahmad Muneer Al Zureikat, Qusai Al-Shaikhli, Mustafa Ata, Basel Bani Massad, Talal Al-Huneidy, Leen Al-Sabbagh, Mohammed Qussay Al-Ani, Abdallah Korean J Med Educ Original Research PURPOSE: We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students’ satisfaction. METHODS: We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis. RESULTS: We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11). CONCLUSION: Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students. The Korean Society of Medical Education 2023-03 2023-02-28 /pmc/articles/PMC10020058/ /pubmed/36858374 http://dx.doi.org/10.3946/kjme.2023.246 Text en © The Korean Society of Medical Education https://creativecommons.org/licenses/by-nc/3.0/This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Research
Ashour, Omar
Alkhatib, Ahmad Muneer
Al Zureikat, Qusai
Al-Shaikhli, Mustafa
Ata, Basel Bani
Massad, Talal
Al-Huneidy, Leen
Al-Sabbagh, Mohammed Qussay
Al-Ani, Abdallah
Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
title Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
title_full Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
title_fullStr Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
title_full_unstemmed Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
title_short Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
title_sort investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a jordanian tertiary teaching hospital experience
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10020058/
https://www.ncbi.nlm.nih.gov/pubmed/36858374
http://dx.doi.org/10.3946/kjme.2023.246
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