Authors

Mathijs Doets
Mary Dankbaar
Bob Zietse

Institutions

Erasmus MC - Desiderius School - Rotterdam - Netherlands

Erasmus MC - Department of internal medicine - Rotterdam - Netherlands

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Theme

eP2 ePosters 2

Title

Microlectures: effective and simple didactic tools to explain complex concepts

Background

In the first year of the Erasmus University medical curriculum the anatomy and physiology of the kidneys are covered. In the past, some of the more complex topics were explained several times by the professor, during lectures, in small group sessions or on online discussion boards. By creating and distributing microlectures, the explanations can be viewed by students as often as they want. We evaluated the use and perceived value of the microlectures among first year medical students.

Summary of Work

Over a 2 year period, 25 videos were recorded. In each lecture, a concept was explained by the professor (in Dutch) in 3 to 5 minutes, only supported by a whiteboard. The videos were distributed through YouTube and Blackboard, the learning management system used by the university.

161 students (total = 450) completed an online questionnaire with statements on a 5 point scale (5=positive end) and viewers’ statistics were analyzed.

Summary of Results

The graph shows the daily number of views during the first semester of 2014. 69% of the students watched all microlectures, most views were directly before the written exams which took place at the end of each five week period.

Students felt the videos were very useful (mean=4.7, SD=0.5) and understood the concepts better after viewing. The format (length, quality of video and audio) was rated positively. Some videos were watched more than others, the number of daily views for inidividual videos ranged from 20 to 600 times during the busiest period. 

Most videos were watched through Blackboard and from a computer (laptop or desktop). About one third of the views was directly through YouTube with a small number of people from outside Erasmus University (mostly from other Dutch universities).

Conclusion

Students strongly appreciate simple microlectures, explaining complex concepts and mostly use them to prepare for exams. We are currently working on the development of more microlectures to replace large scale lectures.

Take-home Messages

Short, ‘talking head’ microlectures with simple drawings are a useful and cost-effective didactic tool to explain complex concepts to students.

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
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