Figures & data
Figure 1. Pre-class online video learning module and study setting. (A) Pre-class video-assisted learning, and processes of student participation for class style determination. (B) Examples of pattern classification of engagement in video watching (X: play rate). (i) Passive. (ii) Active. (iii) High engagement (1); High engagement (2).
Table 1. Characteristics of participants and their responses after pre-class online video learning, stratified by class style (teaching method) preference for the upcoming in-person class.
Table 2. Characteristics of students and their responses are classified by the high-engagement video-viewing pattern.
Figure 2. Student participants.
Figure 3. Conceptual change after pre-class online video learning. (A). Triaged by students’ preference of teaching method (through vs. concept vs. discussion). (B) Triaged by the high-engagement pattern in video watching (*p < .05, Mann–Whitney U test).
Table 3. Thematic analysis of comments in students’ feedback.
Figure 4. An integrated framework of background theory, instructional design principles, and strategies in the practice of precision medical education.
Supplemental Material
Download ()Data availability statement
The datasets used and analyzed during the current study are available from the corresponding author upon reasonable request.
