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Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores

Anecdotal evidence suggests learners experience fatigue and burnout from multiple hours on virtual platforms. We compared summative exam performance data of second year preclinical medical students in a medical neuroscience course over consecutive years in which interactive synchronous activities oc...

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Detalles Bibliográficos
Autores principales: Darr, Andrew, Regan, Jenna, Berrocal, Yerko
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8407126/
https://www.ncbi.nlm.nih.gov/pubmed/34484856
http://dx.doi.org/10.1007/s40670-021-01378-9
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author Darr, Andrew
Regan, Jenna
Berrocal, Yerko
author_facet Darr, Andrew
Regan, Jenna
Berrocal, Yerko
author_sort Darr, Andrew
collection PubMed
description Anecdotal evidence suggests learners experience fatigue and burnout from multiple hours on virtual platforms. We compared summative exam performance data of second year preclinical medical students in a medical neuroscience course over consecutive years in which interactive synchronous activities occurred in-person (2019) or entirely online (2020). Exam items that assessed interactive, synchronously delivered content in 2020 had mean scores that were significantly lower than 2019. Interestingly, summative exam performance in the preceding course showed no appreciable difference. Taken together, our findings suggest that prolonged use of virtual platforms in preclinical medical education might negatively impact the efficacy of synchronous learning.
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spelling pubmed-84071262021-09-01 Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores Darr, Andrew Regan, Jenna Berrocal, Yerko Med Sci Educ Short Communication Anecdotal evidence suggests learners experience fatigue and burnout from multiple hours on virtual platforms. We compared summative exam performance data of second year preclinical medical students in a medical neuroscience course over consecutive years in which interactive synchronous activities occurred in-person (2019) or entirely online (2020). Exam items that assessed interactive, synchronously delivered content in 2020 had mean scores that were significantly lower than 2019. Interestingly, summative exam performance in the preceding course showed no appreciable difference. Taken together, our findings suggest that prolonged use of virtual platforms in preclinical medical education might negatively impact the efficacy of synchronous learning. Springer US 2021-08-31 /pmc/articles/PMC8407126/ /pubmed/34484856 http://dx.doi.org/10.1007/s40670-021-01378-9 Text en © This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply 2021
spellingShingle Short Communication
Darr, Andrew
Regan, Jenna
Berrocal, Yerko
Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores
title Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores
title_full Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores
title_fullStr Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores
title_full_unstemmed Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores
title_short Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores
title_sort effect of video conferencing on student academic performance: evidence from preclinical summative assessment scores
topic Short Communication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8407126/
https://www.ncbi.nlm.nih.gov/pubmed/34484856
http://dx.doi.org/10.1007/s40670-021-01378-9
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