Student performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture delivery
Abstract Background We appraised the effectiveness of online (Zoom) delivery versus live campus-based delivery of lectures in biochemistry and genetics courses and assessed the security of remote versus campus-administered exams. Methods Participants were 601 students entering Michigan State Univers...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-11-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03873-y |
| _version_ | 1811217658171883520 |
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| author | Martha A. Faner Raquel P. Ritchie Katherine M. Ruger Kirsten L. Waarala Carol A. Wilkins |
| author_facet | Martha A. Faner Raquel P. Ritchie Katherine M. Ruger Kirsten L. Waarala Carol A. Wilkins |
| author_sort | Martha A. Faner |
| collection | DOAJ |
| description | Abstract Background We appraised the effectiveness of online (Zoom) delivery versus live campus-based delivery of lectures in biochemistry and genetics courses and assessed the security of remote versus campus-administered exams. Methods Participants were 601 students entering Michigan State University College of Osteopathic Medicine in 2019 or 2020. The former cohort completed courses and exams on campus, while the latter completed courses online due to the COVID-19 pandemic. For the biochemistry and genetics courses, the same lecturers delivered the same content and used identical exam questions for assessments in 2019 and 2020. The investigators compared percent correct for each question in 2019 and 2020. Results This study found 84 of 126 (67%) of the questions yielded little difference (3% or less in % correct) between live delivery and Zoom delivery. For questions whose % correct index differed by 4% or more, Zoom delivery yielded a better performance for 16 questions (13%), while 19 questions (15%) showed live lectures performed better. Seven of the questions (6%) had an identical mode of delivery in 2019 and 2020 (e.g., self-study exercise). These served as “control questions” for which equivalent student performance was expected. The 126 questions analyzed spanned a wide range in the % correct index, from 60% correct to > 90% correct. Conclusions The results suggest that Zoom and on-campus delivery of the content in biochemistry and genetics yielded similar achievement of course objectives. The high concordance, between 2019 and 2020, of the % correct for individual questions also speaks to exam security including online proctoring. |
| first_indexed | 2024-04-12T06:58:28Z |
| format | Article |
| id | doaj.art-b3a4381bc1744507a0d2701f465c721c |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-12T06:58:28Z |
| publishDate | 2022-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-b3a4381bc1744507a0d2701f465c721c2022-12-22T03:43:05ZengBMCBMC Medical Education1472-69202022-11-012211910.1186/s12909-022-03873-yStudent performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture deliveryMartha A. Faner0Raquel P. Ritchie1Katherine M. Ruger2Kirsten L. Waarala3Carol A. Wilkins4College of Osteopathic Medicine, Detroit Medical Center, Michigan State UniversityCollege of Osteopathic Medicine, Michigan State University, Macomb University CenterCollege of Osteopathic Medicine, Michigan State UniversityCollege of Osteopathic Medicine, Michigan State UniversityCollege of Osteopathic Medicine, Michigan State UniversityAbstract Background We appraised the effectiveness of online (Zoom) delivery versus live campus-based delivery of lectures in biochemistry and genetics courses and assessed the security of remote versus campus-administered exams. Methods Participants were 601 students entering Michigan State University College of Osteopathic Medicine in 2019 or 2020. The former cohort completed courses and exams on campus, while the latter completed courses online due to the COVID-19 pandemic. For the biochemistry and genetics courses, the same lecturers delivered the same content and used identical exam questions for assessments in 2019 and 2020. The investigators compared percent correct for each question in 2019 and 2020. Results This study found 84 of 126 (67%) of the questions yielded little difference (3% or less in % correct) between live delivery and Zoom delivery. For questions whose % correct index differed by 4% or more, Zoom delivery yielded a better performance for 16 questions (13%), while 19 questions (15%) showed live lectures performed better. Seven of the questions (6%) had an identical mode of delivery in 2019 and 2020 (e.g., self-study exercise). These served as “control questions” for which equivalent student performance was expected. The 126 questions analyzed spanned a wide range in the % correct index, from 60% correct to > 90% correct. Conclusions The results suggest that Zoom and on-campus delivery of the content in biochemistry and genetics yielded similar achievement of course objectives. The high concordance, between 2019 and 2020, of the % correct for individual questions also speaks to exam security including online proctoring.https://doi.org/10.1186/s12909-022-03873-yAssessment outcomesIn-person instructionOnline instructionUndergraduate medical education |
| spellingShingle | Martha A. Faner Raquel P. Ritchie Katherine M. Ruger Kirsten L. Waarala Carol A. Wilkins Student performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture delivery BMC Medical Education Assessment outcomes In-person instruction Online instruction Undergraduate medical education |
| title | Student performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture delivery |
| title_full | Student performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture delivery |
| title_fullStr | Student performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture delivery |
| title_full_unstemmed | Student performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture delivery |
| title_short | Student performance in medical biochemistry and genetics: comparing campus-based versus zoom-based lecture delivery |
| title_sort | student performance in medical biochemistry and genetics comparing campus based versus zoom based lecture delivery |
| topic | Assessment outcomes In-person instruction Online instruction Undergraduate medical education |
| url | https://doi.org/10.1186/s12909-022-03873-y |
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