Medical Students’ Perception of the Usage of Lecture Recording Software

Background: Lecture recording software is a useful reference tool that allows students to revisit lectures and understand complicated concepts in higher education. It is also a useful tool for students with learning difficulties, allowing them to reference and learn the material at their own pace. A significant advantage of this tool is the accessibility of course material to the students off campus. This study attempted to learn the students’ perception of the purpose, use, and benefit of lecture recording software at a medical school. Methods: The study was conducted using a structured questionnaire delivered, via an Internet-based survey application in the Fall semester of 2017, to 105 students attending the basic sciences courses. A web link was generated after the 18-point questionnaire was uploaded to an online survey software. The link was communicated electronically to each student along with the date and time of the survey. The survey was anonymous. The results of the survey were summarized using descriptive statistics and graphical methods. Students were asked to submit voluntary, informed consent to participate in the study before attempting to answer the questionnaire. The institutional review board approved the research. Results: The results showed 77% students used this resource to understand points they missed in the class, 75% of them relearned complex ideas/concepts, and 62% of them used it to rewrite class notes. Reportedly, the software was used by students (78%) who missed a class due to an illness or while attending clinical shadowing. Of the students, 87% agreed that the software is helpful because of its off-campus availability while 84% of the students liked the service, as it allowed them to listen to the lectures at their own pace. Many students (65%) felt that the service helped them score better in the exams, whereas 38% did not think the recordings was helpful to get the desired grade and 50% student felt it was time-consuming. Conclusion: Despite the time-consuming listening process, students expressed a positive opinion about the usefulness of this software. Recording and archiving class lectures could be a useful academic resource. Students could learn from these archived lectures before the class and engage in the discussion later, enhancing active learning. The result suggests that students should also use other study resources and methods to achieve the desired grades. The induction of this student service into a professional curriculum would enhance the students’ satisfaction, effectiveness, and outcomes.