Effects of Live Lecture Attendance on the Academic Achievement of Preclinical Medical Students
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ORIGINAL RESEARCH
Effects of Live Lecture Attendance on the Academic Achievement of Preclinical Medical Students Wasit Wongtrakul 1 & Yodying Dangprapai 2
# International Association of Medical Science Educators 2020
Abstract Background Live lecture remains a ubiquitous form of knowledge delivery in preclinical medical education. However, voluntary live lecture attendance has markedly decreased at several medical schools. This case-control study examined the effect of live lecture attendance on academic achievement in selected basic science courses. Methods Cases (n = 174) were defined as students with below average examination scores, and controls (n = 198) were defined as students with above average examination scores. The exposure was absenteeism, which was defined as attending live lecture less than 75% of total live lecture sessions. Second-year and third-year students reported self-estimated frequency regarding live lecture attendance, and they estimated the time spent engaged in various behaviors during live lectures. Results Absenteeism was identified as a significant risk factor for having below average score in preclinical medical science courses with a 2.34-fold risk (95% confidence interval [CI]: 1.27–4.33). Distracting behavior more than 25% of live lecture time was a factor with non-significantly increased risk for having below average score (1.36-fold risk, 95% CI: 0.86–2.13). Conclusions Absenteeism was compellingly associated with poorer examination performance among medical students in basic science medical courses. Preclinical medical students should be encouraged to attend live lectures as often as possible. Keywords Live lecture attendance . Academic achievement . Students’ behaviors . Preclinical medical students
Introduction Lecture is often criticized as a passive method of teaching. If lecture involves only repetitive delivery of standard texts, it may not initiate or stimulate student comprehension [1]. Therefore, active learning methods, such as problem-based learning, flipped classroom, team-based learning, and small group discussion, are becoming increasingly popular because they provide enhanced experience and engagement, which results in a deeper understanding of course content [2]. However, lecture remains a prevalent form of knowledge delivery in preclinical medical education. It was recently reported that voluntary lecture attendance has markedly decreased at
* Yodying Dangprapai [email protected] 1
Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand
2
Department of Physiology, Faculty of Medicine Siriraj Hospital, Mahidol University, 2 Prannok Road, Bangkoknoi, Bangkok 10700, Thailand
several medical schools worldwide especially in the USA [3, 4]. A significant number of medical students have replaced live lecture with personal learning time, such as viewing video-recorded lectures [5]. This observed change in student behavior has attracted the attention of and has caused concern among faculty members that are questioning the competence, kn
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