Otorhynolaryngology image as supplementary teaching material
Abstract Introduction and objective: Using videos as complementary teaching material can replace part of the teaching hours and be helpful in acquisition of knowledge in Otorhinolaryngology. To evaluate this alternative the impact of visualizations of 4 videos on performance in specific questions of the Otorhinolaryngology exam will be analyzed and students’ perception of these videos will be evaluated. Method: Quasi-experimental analytical study, conducted in 213 students of Otolaryngology of Autonomous University of Madrid divided in two groups (intervention and control). Differences between intervention and control group were analyzed using the chi-square test or the exact Fisher test (p value<0.05 statistically significant). Feedback from students on the videos was collected. Results: The total number of video visualizations was 883. Significant differences were observed (p < 0.01) on performance in question "ear 1" with 27.78% of success rate of the experimental group versus 7.50% of the control group, and in question "neck 2" with 38.89% of success rate of the experimental group compared to 81.80% of the control group. Most opinions about the videos (94.87%) were positive. Discussion and conclusions: No significant impact on performance was found, easy access to videos and positive feedback from students highlight its usefulness as a complementary teaching material to classes in Otorhinolaryngology.
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Sursock A, Smidt H. Trends 2010: A decade of change in European Higher Education.: European University Association 6-10; 2010 [Last acceessed: 2021, Sep 9]. Available from: https://bit.ly/2X3iS96
UAM. Guía Docente de Otorrinolaringología. Graduado en Medicina. Madrid: Universidad Autónoma de Madirid; 2014 [Available from: https://bit.ly/3zvkd6K.
Ausín V, Abella V, Delgado V, Hortigüela D. Aprendizaje Basado en Proyectos a través de las TIC: Una Experiencia de Innovación Docente desde las Aulas Universitarias. Formación universitaria. 2016;9(3):31-8. doi: 10.4067/S0718-50062016000300005.
Brockfeld T, Müller B, de Laffolie J. Video versus live lecture courses: a comparative evaluation of lecture types and results. Medical education online. 2018;23(1):1555434. doi: 10.1080/10872981.2018.1555434.
Fan T, Workman AD, Koch G, Rathi VK, Scangas GA, Metson R. Educational utility of an online video-based teaching tool for sinus and skull base surgery. Laryngoscope investigative otolaryngology. 2021;6(2):195-9. doi: 10.1002/lio2.551
Declaración de Helsinki de la Asociación Médica Mundial. Principios éticos para las investigaciones médicas en seres humanos. Fortaleza: 64.a Asamblea General de la AMM;2013 [Available from: https://goo.gl/hvf7l1]
UAM. Convocatoria de Innovación Docente 1819 Madrid: Universidad Autónoma de Madrid; 2018 [Available from: http://bit.ly/2Y9de5k.
Paegle RD, Wilkinson EJ, Donnelly MB. Videotaped vs traditional lectures for medical students. Medical education. 1980;14(6):387-93. doi: 10.1111/j.1365-2923.1980.tb02389.x.
Kline P, Shesser R, Smith M, Turbiak T, Rosenthal R, Chen H, et al. Comparison of a videotape instructional program with a traditional lecture series for medical student emergency medicine teaching. Annals of emergency medicine. 1986;15(1):16-8. doi: 10.1016/s0196-0644(86)80480-2.
Ramlogan S, Raman V, Sweet J. A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology. European journal of dental education : official journal of the Association for Dental Education in Europe. 2014;18(1):31-8. doi: 10.1111/eje.12053.
Williams A, Birch E, Hancock P. The impact of online lecture recordings on student performance. Australasian Journal of Educational Technology. 2012;28(2). doi: https://doi.org/10.14742/ajet.869
Kauffman CA, Derazin M, Asmar A, Kibble JD. Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class. Advances in physiology education. 2018;42(4):593-8. doi: 10.1152/advan.00123.2018.
Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical education online. 2019;24(1):1666538. doi: 10.1080/10872981.2019.1666538.
Stevens NT, Holmes K, Grainger RJ, Connolly R, Prior AR, Fitzpatrick F, et al. Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? BMC medical education. 2019;19(1):408. doi: 10.1186/s12909-019-1843-0.
Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. Journal of medical Internet research. 2016;18(1):e2. doi: 10.2196/jmir.4807.
Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Academic medicine : journal of the Association of American Medical Colleges. 2006;81(3):207-12. doi: 10.1097/00001888-200603000-00002.
Khasawneh R, Simonsen K, Snowden J, Higgins J, Beck G. The effectiveness of e-learning in pediatric medical student education. Medical education online. 2016;21:29516. doi: 10.3402/meo.v21.29516.
Schreiber BE, Fukuta J, Gordon F. Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial. BMC medical education. 2010;10:68. doi: 10.1186/1472-6920-10-68.
El Bialy S, Jalali A. Go Where the Students Are: A Comparison of the Use of Social Networking Sites Between Medical Students and Medical Educators. JMIR medical education. 2015;1(2):e7. doi: 10.2196/mededu.4908.
Kim JW, Myung SJ, Yoon HB, Moon SH, Ryu H, Yim JJ. How medical education survives and evolves during COVID-19: Our experience and future direction. PloS one. 2020;15(12):e0243958. doi: 10.1371/journal.pone.0243958.
Prensky M. Digital Natives, Digital Immigrants Part 1. On the Horizon. 2001;9(5):1-6.
Laurentino Lima D, Nogueira Cordeiro Laurentino Lima R, Benevenuto D, Soares Raymundo T, Shadduck PP, Melo Bianchi J, et al. Survey of Social Media Use for Surgical Education During Covid-19. JSLS : Journal of the Society of Laparoendoscopic Surgeons. 2020;24(4). doi: 10.4293/JSLS.2020.00072.
Byrnes YM, Luu SN, Frost AS, Chao TN, Brody RM, Cannady SB, et al. Evaluation of an interactive virtual surgical rotation during the COVID-19 pandemic. World journal of otorhinolaryngology - head and neck surgery. 2021;24;8(4):302–7. doi: 10.1016/j.wjorl.2021.04.001.
Morales-Puebla, J. M., Gómez-Camacho, H., Gavilán, J., & Lassaletta, L. (2023). Otorhynolaryngology image as supplementary teaching material. Revista ORL, 14(4), e31242. https://doi.org/10.14201/orl.31242
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