Effects of asynchronous videocasts on the motivation and learning of medical internship students

Abstract

Objective: To evaluate the learning and motivation of medical students in the discipline of ophthalmology, the medical boarding school, through the comparison between traditional classes and musicians. Methods: Experimental research applied to 35 seventh -period students (UNIFENAS/ALFENAS/MG). All selected students attended the same leveling class on the diabetic retinopathy theme, before which a sociodemographic questionnaire and pretest (PRT) were applied. Immediately after this activity, post-test 1 (PST1) was applied to evaluate the knowledge gain after class. Then the students were randomized in the GT and GV groups. The part of the students allocated in the traditional group (WG) studied in regular course material (slides, recommended bibliography) while the other part, allocated in the Videocast group (GV), received the advertisers. These interventions, in both groups, dealt with diabetic retinopathy. After 7 days, a new test was applied, called Post-Test 2 (PST2), to evaluate the gain knowledge generated by the use of regular materials and musicians, as well as the IMMS-BRV questionnaire, to measure student motivation. Results and Discussion: No significant differences in relation to PRT and PST2 notes were observed. Student motivation was raised in both groups, showing no difference between them. Conclusion: The use of asynchronous musicians in the ophthalmology discipline resulted in proficiency similar to that obtained by the use of traditional study materials. High motivation has been verified in both groups showing that the two forms of study can be used, respecting the learning profile of each student.