TY  - JOUR
AU  - Tang, Brandon
AU  - Coret, Alon
AU  - Qureshi, Aatif
AU  - Barron, Henry
AU  - Ayala, Ana Patricia
AU  - Law, Marcus
PY  - 2018
DA  - 2018/04/10
TI  - Online Lectures in Undergraduate Medical Education: Scoping Review
JO  - JMIR Med Educ
SP  - e11
VL  - 4
IS  - 1
KW  - online lectures
KW  - undergraduate medical education
KW  - multimedia design
KW  - assessment
KW  - scoping review
KW  - e-learning
AB  - Background: The 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. Objective: The 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. Methods: This 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. Results: In 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. Conclusions: Integration 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. 
SN  - 2369-3762
UR  - http://mededu.jmir.org/2018/1/e11/
UR  - https://doi.org/10.2196/mededu.9091
UR  - http://www.ncbi.nlm.nih.gov/pubmed/29636322
DO  - 10.2196/mededu.9091
ID  - info:doi/10.2196/mededu.9091
ER  -