Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial

We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint？ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire.No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format.We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.Information technology has pervaded youth culture and the world of commerce and over the last five years is beginning to have a major impact on higher education [1]. Medical educators are always looking to find new tools with which to teach and recently these tools have been largely found within information technology. The technologies can be grouped into four categories: audio, video, computer-based and mixed. Podcasts are the predominant audio format. The term 'podcast' was coined in 2004 to refer to audio files downloaded automatically using Real Simple Syndication software and played on Apple's iPod？. However, now both audio and video files are downloaded and played on personal computers or on portable audio or video players [2,3]. Their popularity has grown in recent years as MP3 players and iPods？ have become so widely used.Podcasts are now being used within professions allied to medicine, notably dentistry [4] and nursing [5], and, increasingly in undergraduate medical education. Other uses