ABSTRACT Medical student use of lecture video (live-streaming and/or recorded) at a regional medical school campus that utilized distance educational technology to deliver first-year pre-clinical lecture content, was examined. Additionally, medical student video lecture use was compared to student performance on summative exams and final course grades. All learners achieved desired scientific competencies across all courses irrespective of their use of live-streamed or recorded video formats. Throughout the course of the year, medical student video use partitioned into one of two groups: students that only watched lecture in live-streaming format, and those that watched lecture only in recorded format. Interestingly, those medical students that predominantly preferred view lectures using the live-streaming format tended to achieve better summative test scores and final course grades compared to their peers that primarily utilized recorded video to obtain lecture content. Retrospectively, dimensions of personality scores were compared between the two groups (live-streaming viewers versus recorded viewers), and, of the five dimensions of personality, only the domain of conscientiousness differed between the two groups. This study suggests that, while medical students reached academic milestones utilizing either recorded or live-streamed video for obtaining lecture content during their first-year pre-clinical courses, there may be factors of learner personality influencing video use preference which in turn enhances student performance on summative exams and final course grades. These findings may have implications in curriculum design for other distance educational formats emphasizing classical scientific competencies in post-undergraduate study that rely on video delivery of lecture content.

中文翻译：

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医学生第一年临床前课程中的视频使用和总结性考试表现以及对远程教育的影响

摘要研究了医学生在区域医学院校园使用讲座视频（直播和/或录制）的情况，该校园利用远程教育技术提供第一年的临床前讲座内容。此外，将医学生视频讲座的使用与学生在总结性考试和最终课程成绩中的表现进行了比较。所有学习者在所有课程中都达到了理想的科学能力，无论他们使用的是直播还是录制的视频格式。在这一年中，医学生视频使用分为两组：仅以直播格式观看讲座的学生和仅以录制格式观看讲座的学生。有趣的是，与主要使用录制视频来获取讲座内容的同龄人相比，那些主要喜欢使用直播形式观看讲座的医学生往往会获得更好的总结性考试成绩和最终课程成绩。回顾起来，比较了两组（直播观众与录制观众）的人格得分维度，在人格的五个维度中，两组之间只有尽责的领域有所不同。这项研究表明，虽然医学生在第一年的临床前课程中利用录制的或直播的视频来获取讲座内容，但达到了学术里程碑，可能存在影响视频使用偏好的学习者个性因素，这反过来又会提高学生在总结性考试和最终课程成绩中的表现。这些发现可能对其他远程教育形式的课程设计产生影响，这些形式强调依赖于视频授课内容的本科后学习中的经典科学能力。