ArticleCureus2024
Video Lecture Capture in Pharmacy Education: Insights From the Pandemic Experience.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic prompted an abrupt and widespread transition to remote learning, compelling higher education institutions to swiftly adjust to novel modalities. This study examines the post-pandemic insights and benefits of technology-enhanced learning (TEL), particularly archived video lecture capture systems, in facilitating undergraduate pharmacy education during and beyond the pandemic. Through a quantitative analysis of archival lecture views, we sought to identify critical elements that enabled a successful transition to remote learning, providing insights into sustainable educational methods for future disruptions. Our analysis indicated a substantial rise in weekly views of lecture archived recordings during the pandemic, with Spring 2020 achieving 452 views compared to 291 in Spring 2019. Usage surges transpired during weeks 11-13 of Spring 2020, aligning with the sudden transition to remote learning and a temporary postponement of assessments. A comparative analysis of archived lectures from Spring 2019 (delivered before the pandemic) at two intervals - November 2019 and September 2020 - revealed a significant rise in views following the pandemic. The temporal analysis of lecture archives access indicated that students sustained their after-hours watching patterns, with a peak occurring between 6 PM and 9 PM, particularly before major exams. Nevertheless, the frequency of access significantly increased after the pandemic. This study emphasizes the strategic importance of video lecture recording in enhancing resilience within higher education institutions, facilitating students' learning continuity, and equipping institutions for possible future disruptions. These technologies facilitate flexible, autonomous learning, catering to diverse student needs and learning styles. They also support faculty professional development by encouraging reflective practice and data analysis to improve teaching methods. Furthermore, video recording facilitates instructor collaboration and acts as a vital resource for ongoing education, allowing students to revisit complex topics. Integrating TEL and video capture systems into the conventional academic framework enables higher education to improve its readiness and adaptability to uphold educational quality during unexpected occurrences.
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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.