ArticleJMIR medical education2018
Online Lectures in Undergraduate Medical Education: Scoping Review.
Article in JMIR medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 66 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
66 citing papers in PubMed.
- Zoom Improv is accessible and enhances medical student empathy.BMC medical education · 2024Trial
- Online supplementation for teaching evidence-based medicine: feasibility of a randomised-controlled trial.BMJ evidence-based medicine · 2021Trial
- Video-based, student tutor- versus faculty staff-led ultrasound course for medical students - a prospective randomized study.BMC medical education · 2020Trial
- Trial
- Impact of COVID-19 on anatomy education: a student-based survey and future perspectives.Frontiers in medicine · 2026Article
- Evaluating the Effectiveness and Perception of QR Codes as Teaching-Learning Tools in the Department of Medicine for Phase 3 MBBS Students at a Medical College in Central India.Journal of pharmacy & bioallied sciences · 2025Article
- Training for Pediatric Sepsis-A Medical Education Perspective and Potential Role of Artificial Intelligence.Children (Basel, Switzerland) · 2025Review
- Utilizing a Hybrid Faculty-Guided, Self-Directed Study Model to Teach Immunology to First-Year Medical Students.Medical science educator · 2025Article
- Virtual Learning in Emergency Medicine Residency Programs.Journal of the American College of Emergency Physicians open · 2025Article
- Self-rated benefits and knowledge gain from e-learning: the longitudinal use of an online learning experience at an international medical school.BMC medical education · 2025Article
- Article
- Interactive case-based learning modules for asynchronous dental education.Journal of dental education · 2024Article
- Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study.BMC medical education · 2024Article
- Stepping into the Virtual Realm: Examining the Utility of Non-Immersive VR on Medical Residents' Self-Efficacy, Performance, and Satisfaction.Human factors in healthcare · 2024Article
- Article
- Article
- Comprehensive qualitative evaluation of the first ever full-time online course for medical students in one middle-income country.The Libyan journal of medicine · 2023Article
- The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study.BMC medical education · 2023Article
- A Qualitative Study of Medical Students' Perspectives on Distance Learning During COVID-19.Medical science educator · 2023Article
- Semi-flipped classroom-based learning interventions in a traditional curriculum of oral medicine: students' perceptions and teaching achievements.BMC medical education · 2023Article
6 more citing papers are in PubMed but not listed here.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes.
objectiveThe aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design.
methodsThis scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education.
resultsIn total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use.
conclusionsIntegration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.