BACKGROUND Provision of relevant pre-learning materials has been shown to increase student engagement and improve outcomes in medical education. This non-randomised study attempts to quantify the educational gains, and relative efficacy of video and written pre-learning materials, in ophthalmology undergraduate teaching. METHODS Ninety-eight final year medical students were contacted prior to their three-day ophthalmology placements at a British tertiary ophthalmology unit. All participants were sent welcome packs prior to arrival requesting they undertake 90 min of work focusing on a list of specified ophthalmic conditions. One cohort (N = 33) were sent written materials, another (N = 32) was provided with video materials and a third cohort (N = 33) were not sent any materials. On arrival participants completed a simple knowledge test, a questionnaire estimating the time they spent preparing for the placement and a self-reported knowledge score. The teaching on placement was the same for all cohorts. At the conclusion of each placement participants completed a challenging knowledge test, a clinical skills test and repeated self-reported knowledge scores. RESULTS Eighty seven percent of students receiving specified materials claimed to complete pre-placement work compared to 70% of those receiving learning outcomes alone (p = 0.05). Students receiving learning materials scored higher in the post-placement tests of knowledge (p < 0.001), 74.8% (72.4-77.2%) vs 63.6% (95%CI 59.3-67.9%) and skills (p = 0.04), 86.9% (83.9-89.9%) vs 81.3% (77.2-85.4%). Students using video resources outperformed students using written materials in their visual acuity assessment test (p = 0.03), 90.4% (86.6-94.2%) vs 83.6% (80.1-87.1%) whilst those receiving written rather than video material performed better in the end of placement knowledge test (p = 0.03), 77.7% (74.3-81.1%) vs 72.0% (68.9-75.1%). CONCLUSION This study showed that providing pre-placement learning materials improves undergraduates' commitment and achievement. Written materials better facilitate knowledge acquisition while video materials preferentially promote skill acquisition. This is a novel demonstration within ophthalmology and can help address the imbalance between the expectations placed on undergraduates and the resources committed to ensuring they are met.

中文翻译：

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本科眼科视频和书面教育辅助教学的非随机试验。

背景技术已经显示提供相关的预学习材料可以增加学生的参与度并改善医学教育的成果。这项非随机性研究试图量化眼科本科教学中的教育收益以及视频和书面预学习材料的相对功效。方法在英国三级眼科分科进行为期三天的眼科实习前，与98名最后一年的医学生进行了接触。在抵达之前，向所有参与者发送了迎宾礼包，要求他们进行90分钟的工作，重点放在指定的眼科疾病清单上。向一个群组（N = 33）发送书面材料，向另一个群组（N = 32）提供视频材料，向第三群组（N = 33）发送任何材料。到达时，参与者完成了一个简单的知识测验，一份调查表，估算他们准备布置的时间和自我报告的知识得分。所有群组的位置教学都是一样的。在每个实习结束时，参与者都要完成一项具有挑战性的知识测验，一项临床技能测验以及重复的自我报告的知识评分。结果接受指定材料的学生中有87％声称完成了预备工作，而仅接受学习成果的学生中就有70％（p = 0.05）。接受学习材料的学生在入学后知识测验（p <0.001），74.8％（72.4-77.2％）和63.6％（95％CI 59.3-67.9％）和技能（p = 0.04），86.9％的得分更高（83.9-89.9％）对81.3％（77.2-85.4％）。在视频视力评估测试中，使用视频资源的学生胜过使用书面材料的学生（p = 0.03），90。4％（86.6-94.2％）对83.6％（80.1-87.1％），而接受书面而非视频材料的学习者在分班知识测试结束时表现更好（p = 0.03），77.7％（74.3-81.1％）对72.0 ％（68.9-75.1％）。结论本研究表明，提供预备学习材料可以提高大学生的承诺和成就。书面材料更好地促进了知识的获得，而视频材料则优先促进了技能的获得。这是眼科领域的一个新颖的示范，可以帮助解决对本科生的期望与确保满足他们的资源之间的不平衡。结论本研究表明，提供预备学习材料可以提高大学生的承诺和成就。书面材料更好地促进了知识的获得，而视频材料则优先促进了技能的获得。这是眼科领域的一个新颖的示范，可以帮助解决对本科生的期望与确保满足他们的资源之间的不平衡。结论本研究表明，提供预备学习材料可以提高大学生的承诺和成就。书面材料更好地促进了知识的获得，而视频材料则优先促进了技能的获得。这是眼科领域的一个新颖的演示，可以帮助解决对本科生的期望与确保满足他们的资源之间的不平衡。