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Osteopathic Medical Students’ Preferences for Viewing Lectures at a Multi-Campus Medical School
King, L. [4]
Rodgers, J. [2]
Schmitz, E. [2]
Beverly, E. A. [16]

Journal: Journal of Osteopathic Medicine Date: 2023/12, 123(12):Pages: A7. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.1515/jom-2023-2000/html)

Keywords:

cross sectional study [597]
medical students [402]
osteopathic medicine [1540]
USA [1086]
virtual learning [6]

Abstract:

Statement of Significance: Virtual learning has been debated, with some studies finding it isolating and unengaging, while other research shows that it can be less intimidating and promotes participation. [1,2] Research is needed to find if virtual, in-person, or a hybrid of both is preferred by medical students. Student preference being considered is important because students feeling comfortable and supported in their learning environment increases both engagement and participation, which improves learning outcomes. [3] The purpose of this study was to examine first and second year osteopathic medical students’ preferences for viewing lectures across a three-campus medical school. Research Methods: In this descriptive, cross-sectional study, we assessed students’ preferences for viewing medical school lectures. The electronic, anonymous survey was distributed to all first and second year osteopathic medical students currently enrolled at the main campus and two distance campuses of the Ohio University Heritage College of Osteopathic Medicine. Chi-Square tests examined differences by gender, race, community of origin, and medical campus. Statistical significance was defined as a p-value less than 0.05. Analyses were conducted using SPSS statistical software version 28.0. Data Analysis: Of the 424 students invited to participate, 230 completed the electronic, anonymous survey (mean age=24.7±2.9 years, 53.0% female, 78.7% White, 10.4% Asian, 4.8% Black, 56.1% OMS I) yielding a response rate of 54.2%. Participants preferences for viewing medical school lectures included 24.6% (n=56) in person, 34.6% (n=79) at home viewing, and 40.8% (n=93) hybrid. Comparisons by sociodemographic variables revealed that female participants preferred viewing lectures in person whereas as male participants preferred at home viewing (χ2=8.956; p=0.011). Viewing preferences did not differ by race or ethnicity (χ2=7.339; p=0.693); however, participants who grew up in small towns of 2,500 to 50,000 people preferred in person viewing, while participants from metropolitan areas preferred home viewing (χ2=19.893; p=0.030). Conclusion: When surveying first- and second-year medical students about their preferences for learning, the most popular option was a hybrid model, or both in-person and virtual activities. Students may perceive virtual activities as less intimidating and more convenient. Importantly, students also benefit from being face-to-face with the instructor aswell as other classmates. Forming a community within the cohort of students is an important aspect of learning, which also likely influenced most students to prefer at least some inperson instruction. Additional studies surveying other multicampus institutions are needed to support these findings and their ability to be applied to the greater population. Further research on this topic can focus on which specific courses students prefer to be in-person or at home to view, as medical school curriculum varies widely in the amount of collaborative work or hands-on learning that is required for any given lesson. Other important areas of research for this topic include pinpointing exact reasons why students may desire one modality of instruction over another.

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