Citations (55)
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Yavuz Selim Kıyak, Işıl İrem Budakoğlu, Ken Masters & Özlem Coşkun. (2023) The effect of watching lecture videos at 2× speed on memory retention performance of medical students: An experimental study. Medical Teacher 45:8, pages 913-917.
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Sarah Lerchenfeldt, Stefanie M. Attardi, Rebecca L. Pratt, Kara E. Sawarynski & Tracey A. H. Taylor. (2021) Twelve tips for interfacing with the new generation of medical students: iGen. Medical Teacher 43:11, pages 1249-1254.
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Adam Jan, Omar Abdul Jolil, Masud Awil, Idris Mohammed & Hamza Rafique. (2019) A medical students perspective on attending live lectures and using recorded lectures. Medical Teacher 41:12, pages 1450-1450.
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Jeffery D. Fritz, Robert Treat, William J. Hueston, Lisa Dodson & Roy M. Long. (2019) Medical Student Video Use and Summative Exam Performance during the First-Year Pre-Clinical Coursework and Implications in Distance Education. American Journal of Distance Education 33:4, pages 276-288.
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Chunmei Yan & Chuanjun He. (2019) Why do final-year student teachers skip classes? A Chinese perspective. Compare: A Journal of Comparative and International Education 49:1, pages 81-97.
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Madeleine Bates, Sally Curtis & Harriet Dismore. (2018) Learning approaches and lecture attendance of medical students. Journal of Further and Higher Education 42:2, pages 248-258.
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John K. Roberts, Matthew A. Sparks & Ruediger W. Lehrich. (2016) Medical student attitudes toward kidney physiology and nephrology: a qualitative study. Renal Failure 38:10, pages 1683-1693.
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Diann S. Eley & Helen Stallman. (2014) Where does medical education stand in nurturing the 3Rs in medical students: Responsibility, resilience and resolve?. Medical Teacher 36:10, pages 835-837.
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Hamza M. Abdulghani, Abdulmajeed A. Al-Drees, Mahmood S. Khalil, Farah Ahmad, Gominda G. Ponnamperuma & Zubair Amin. (2014) What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study. Medical Teacher 36:sup1, pages S43-S48.
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WilliamJ. Pluta, BoydF. Richards & Andrew Mutnick. (2013) PBL and Beyond: Trends in Collaborative Learning. Teaching and Learning in Medicine 25:sup1, pages S9-S16.
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Articles from other publishers (45)
Erdem Demir, Çağla Ediz & Aykut Hamit Turan. (2023) Online Course Viewings and Their Effects on Performances in Covid-19 Distance Education Period. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11:2, pages 247-255.
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Kahlo Baniadam, Seleem Elkadi, Parhom Towfighi, Nathan Aminpour, Ronak Sutariya & H. Carrie Chen. (2023) The Impact on Medical Student Stress in Relation to a Change in USMLE Step 1 Examination Score Reporting to Pass/Fail. Medical Science Educator 33:2, pages 401-407.
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Kristian Kniha, Anna Bock, Florian Peters, Marius Heitzer, Frank Hölzle, Stefan Raith, Ali Modabber & Stephan Christian Möhlhenrich. (2022) Guided discovery learning: A follow‐up study of try‐it‐yourself surgery and subsequent video‐assisted teaching for oral surgical skills training. European Journal of Dental Education 27:1, pages 29-35.
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Max Shin, Aman Prasad, Graham Sabo, Alexander S. R. Macnow, Neil P. Sheth, Michael B. Cross & Ajay Premkumar. (2022) Anatomy education in US Medical Schools: before, during, and beyond COVID-19. BMC Medical Education 22:1.
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Jasna Vuk, Michael E. Anders & Sung W. Rhee. (2022) Self-paced polling increases medical student engagement in recorded lectures and improves examination performance. Advances in Physiology Education 46:4, pages 728-734.
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Juejin Wang, Yujie Zhang, Tianxiang Xia, Yingbin Ge, Lei Chen, Ying Han, Yu Sun & Jun Du. (2022)
International student perceptions of online medical education during the
COVID
‐19 epidemic
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Carolina Martínez-Ciarpaglini, Jaime Agustí, Clara Alfaro-Cervello, Liria Terrádez, Lorena Alarcón, Joana Gomez & Antonio Ferrández. (2022) Anatomía Patológica para el estudiante de Medicina: videotutoriales con integración de Patología digital como una valiosa herramienta para hacer la asignatura más práctica y atractiva. Revista Española de Patología 55:2, pages 85-89.
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Garrett Schick & David McWhorter. (2021) Instructor Methods and Curricular Effects on Students’ Value of Lectures. Medical Science Educator 32:1, pages 175-182.
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Judith Wehling, Stefan Volkenstein, Stefan Dazert, Christian Wrobel, Konstantin van Ackeren, Katharina Johannsen & Tobias Dombrowski. (2021) Fast-track flipping: flipped classroom framework development with open-source H5P interactive tools. BMC Medical Education 21:1.
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Bita Shahrvini, Sally L. Baxter, Charles S. Coffey, Bridget V. MacDonald & Lina Lander. (2021) Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study. BMC Medical Education 21:1.
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Yi Li, Claire de la Calle, Carissa Chu, Caitlin Baussan & Lindsay A. Hampson. (2021) CASE-based and Guidelines-based Lectures are the Most Preferred Form of Online Webinar Education: Results from the Urology Collaborative Online Video Didactics Series (COViD). Urology 158, pages 52-56.
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Ali El Mokahal, Ali Ahmad, Joseph R. Habib, Ali A. Nasrallah, George Francis, Ramzi Sabra & Nathalie K. Zgheib. (2021) Do Medical Students’ Learning Styles and Approaches Explain Their Views and Behavior Regarding Lecture Attendance?. Medical Science Educator 31:5, pages 1693-1702.
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Carlos Orellano & Cesar Carcamo. (2021) Evaluating learning of medical students through recorded lectures in clinical courses. Heliyon 7:7, pages e07473.
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Ghassan Nabbout, Dima Bchennaty & Pierre Zalloua. (2021) Are recorded lectures suitable for medical students?. International Journal for Innovation Education and Research 9:5, pages 812-818.
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Anna Rozenshtein, Brent D. Griffith, Priscilla J. Slanetz, Carolynn M. DeBenedectis, Jennifer E. Gould, Jennifer R. Kohr, Tan-Lucien Mohammed, Angelisa M. Paladin, Paul J. Rochon, Monica Sheth, Ernest F. Wiggins III & Jonathan O. Swanson. (2021) “What Program Directors Think” V: Results of the 2019 Spring Survey of the Association of Program Directors in Radiology (APDR). Academic Radiology 28:5, pages 718-725.
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Johnathan Emahiser, John Nguyen, Cheryl Vanier & Amina Sadik. (2021) Study of Live Lecture Attendance, Student Perceptions and Expectations. Medical Science Educator 31:2, pages 697-707.
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Regina M. Schoenfeld-Tacher & David C. Dorman. (2021) Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous Versus Asynchronous Learning. Veterinary Sciences 8:2, pages 13.
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Indi Williams, Louis Williams, Shari Mauthner & Joydip Das. (2021) Impact of recorded lectures on classroom attendance in PharmD didactic courses. Journal Of Advanced Pharmacy Education And Research 11:1, pages 1-10.
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Snehasish Banerjee. (2021) To capture the research landscape of lecture capture in university education. Computers & Education 160, pages 104032.
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Farhat Naz Hussain, Reem Al-Mannai, Mohammad Issam Diab & Abdelali Agouni. (2020) Investigating the use of a lecture capture system within pharmacy education: Lessons from an undergraduate pharmacy program at Qatar University. International Journal of Educational Technology in Higher Education 17:1.
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Anna Bock, Bianca Idzko-Siekermann, Martin Lemos, Kristian Kniha, Stephan Christian Möhlhenrich, Florian Peters, Frank Hölzle & Ali Modabber. (2020) The Sandwich principle: assessing the didactic effect in lectures on “cleft lips and palates”. BMC Medical Education 20:1.
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Sheila Anne Doggrell. (2020) No apparent association between lecture attendance or accessing lecture recordings and academic outcomes in a medical laboratory science course. BMC Medical Education 20:1.
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David S. Henry, William D. Wessinger, Nikhil K. Meena, Nalin Payakachat, Jerad M. Gardner & Sung W. Rhee. (2020) Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: a retrospective survey analysis. BMC Medical Education 20:1.
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Wasit Wongtrakul & Yodying Dangprapai. (2020) Effects of Live Lecture Attendance on the Academic Achievement of Preclinical Medical Students. Medical Science Educator 30:4, pages 1523-1530.
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Jukka Leinonen, Marja‐Liisa Laitala, Julia Pirttilahti, Leena Niskanen, Paula Pesonen & Vuokko Anttonen. (2020) Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics. Clinical and Experimental Dental Research 6:5, pages 489-494.
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Qing Zhang, Yi-Jing He, Yu-Hang Zhu, Min-Chen Dai, Man-Man Pan, Jia-Qi Wu, Xian Zhang, Ying-Er Gu, Fang-Fang Wang, Xiang-Rong Xu & Fan Qu. (2020) The evaluation of online course of Traditional Chinese Medicine for Medical Bachelor, Bachelor of Surgery international students during the COVID-19 epidemic period. Integrative Medicine Research 9:3, pages 100449.
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Leonie M. Hoyo, Connie Y. Yang & Allison R. Larson. (2020) Relationship of Medical Student Lecture Attendance with Course, Clerkship, and Licensing Exam Scores. Medical Science Educator 30:3, pages 1123-1129.
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Sarah N. DeVaro, Ogul E. Uner, Yousuf M. Khalifa & Emily B. Graubart. (2020) Ophthalmology Education in COVID-19: A Remote Elective for Medical Students. Journal of Academic Ophthalmology 12:02, pages e165-e170.
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Reem A. Dawoud, Brandon Philbrick, J. Tanner McMahon, J. Miller Douglas, Neil Bhatia, Razan Faraj, Alex Greven, Bryan Buster, Rima S. Rindler, Nealen G. Laxpati & Matthew F. Gary. (2020) Letter to the Editor “Virtual Neurosurgery Clerkship for Medical Students”. World Neurosurgery 139, pages 456-459.
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F. Byrne, R. Murphy, L. O’Rourke, D. Cotter, K. C. Murphy, A. Guerandel, D. Meagher, E. Sweeney, M. Gill, A. Campbell, C. McDonald & B. Hallahan. (2016) A comparison of undergraduate teaching of psychiatry across medical schools in the Republic of Ireland. Irish Journal of Psychological Medicine 37:2, pages 77-88.
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Erik Skoglund, Julianna Fernandez, Jeffrey T. Sherer, Elizabeth A. Coyle, Kevin W. Garey, Marc L. Fleming & Amelia K. Sofjan. (2020) Using the Theory of Planned Behavior to Evaluate Factors That Influence PharmD Students’ Intention to Attend Lectures. American Journal of Pharmaceutical Education 84:5, pages 7550.
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Regina Liu, Anju Relan & Jason Napolitano. (2020) The Efficiency of Online “Inked” Videos Versus Recorded PowerPoint Lectures on Teaching Pathophysiology to Medical Students in Pre-Clerkship Years: A Pilot Study. Journal of Medical Education and Curricular Development 7, pages 238212051989703.
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Bianka Patel, Grace Yook, Sarah Mislan & Adam M. Persky. (2019) Exploring the Consequences on Memory of Students Who Know They Have Access to Recorded Lectures. American Journal of Pharmaceutical Education 83:5, pages 6958.
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Bianka Patel, Sarah Mislan, Grace Yook & Adam M. Persky. (2019) Recorded Lectures as a Source of Cognitive Off-loading. American Journal of Pharmaceutical Education 83:5, pages 6793.
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Stefanie M. Attardi, Michele L. Barbeau & Kem A. Rogers. (2018) Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students. Anatomical Sciences Education 11:6, pages 592-604.
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Ryan L. Crass & Frank Romanelli. (2018) Curricular Reform in Pharmacy Education Through the Lens of the Flexner Report of 1910. American Journal of Pharmaceutical Education 82:7, pages 6804.
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Andrew H. Zureick, Jesse Burk-Rafel, Joel A. Purkiss & Michael Hortsch. (2018) The interrupted learner: How distractions during live and video lectures influence learning outcomes. Anatomical Sciences Education 11:4, pages 366-376.
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John K. Roberts, Saumil M. Chudgar, Deborah Engle, Elizabeth K. McClain, Emma Jakoi, Michael Berkoben & Ruediger W. Lehrich. (2018) Digital chalk-talk videos improve knowledge and satisfaction in renal physiology. Advances in Physiology Education 42:1, pages 146-151.
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Nigel Irwin, Kathryn M. Burnett & Paul A. McCarron. (2018) Association between attendance and overall academic performance on a module within a professional pharmacy degree. Currents in Pharmacy Teaching and Learning 10:3, pages 396-401.
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Andrea Ferreira Zandona, Janet Kinney, WookJin Seong, Vandana Kumar, Alexander Bendayan & Edmond Hewlett. (2016) Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints. Journal of Dental Education 80:12, pages 1468-1473.
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Nynke Bos, Caspar Groeneveld, Jan van Bruggen & Saskia Brand‐Gruwel. (2015) The use of recorded lectures in education and the impact on lecture attendance and exam performance. British Journal of Educational Technology 47:5, pages 906-917.
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John K. RobertsCharles W. HargettAlisa Nagler, Emma Jakoi & Ruediger W. Lehrich. (2015) Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum. Advances in Physiology Education 39:3, pages 149-157.
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