Skip to main content
SpringerLink
Log in

Medical Student Use of Online Lectures: Exam Performance, Learning Styles, Achievement Motivation and Gender

  • Original Research
  • Published:
Medical Science Educator Aims and scope Submit manuscript

Abstract

Content delivery in the basic science curriculum is increasingly accomplished by lectures delivered online. The factors which draw some students to use online resources more than others are beginning to be explored. This project examined the relationship between entering medical students’ online lecture use, exam performance, learning styles, achievement motive and gender. We assessed learning style preference, using the VARK measure, and achievement motive, using the Achievement Motive Scale, then analyzed their online lecture use in our gross anatomy course. Exam scores for males were significantly higher than those of females and a gender effect was apparent (ANOVA) with male use higher than female. Students with higher scores for visual learning viewed lectures more than students with other preferences. There was an effect of Achievement Motive on lecture usage. Students highly motivated to achieve success are also more likely to use lectures. There was no difference in use between students with high or low motivation to avoid failure. Overall, there was a distinct temporal pattern of lecture use by day of the week or by time of day and differences between genders in use by days of the week. We also found a significant effect of success motivation on the temporal pattern of use. Findings of our study suggest a relationship between students’ learning style, motivation and their online lecture use.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  1. Nieder GL, Nagy F. An analysis of medical students’ use of web-based resources for a gross anatomy and embryology course. Clin. Anat. 2002; 15: 409–418.

    Article  Google Scholar 

  2. Bryner BS, Saddawi-Konefka D, Gest TR. The impact of interactive, computerized educational modules on preclinical medical education. Anat Sci Ed. 2008;1: 247–251.

    Article  Google Scholar 

  3. Saxena V, Natarajan P, O’Sullivan PS, and Jain S. Effect of the use of instructional anatomy videos on student performance. Anat Sci Ed. 2008; 1: 159–165.

    Article  Google Scholar 

  4. Marsh KR, BF Giffin, Lowrie DJ. Medical student retention of embryonic development: Impact of the dimensions added by multimedia tutorials. Anat Sci Ed. 2008; 1: 252–257.

    Article  Google Scholar 

  5. McNulty JA, Sonntag B, Sinacore JM. Evaluation of computer-aided instruction in a gross anatomy course: A six-year study. Anat Sci Ed. 2009; 2: 2–8.

    Article  Google Scholar 

  6. Haist SA, Witzke DB, Murphy-Spencer A, Wilson JF. Clinical skills as demonstrated by a comprehensive clinical performance exam: who performs better — men or women? Adv Health Sci Educ Theory Pract. 2003; 8: 189–99.

    Article  Google Scholar 

  7. Kesner MH, Linzey AV. Can computer-based visual-spatial aids lead to increased student performance in anatomy and physiology? The American Biology Teacher. 2005; 67(4): 206–212.

    Article  Google Scholar 

  8. Lim EC-H, Ong BKC, Wilder-Smith EP-V, and Seet RCS. Sustaining interest during lectures with the use of multimedia. Med Educ Online. [http://www.med-ed-online.org]; 2006.

  9. Slater JA, Lujan HL, and DiCarlo SE. Does gender influence learning style preferences of first-year medical students? Adv Physiol Educ. 2007; 4: 336–42.

    Article  Google Scholar 

  10. Johnson M. Evaluation of learning style for first year medical students. Intl J Scholarship Teaching Learning. 2009; 3: 1–15.

    Google Scholar 

  11. Fleming ND, Mills C. Not another inventory, rather a catalyst for reflection. Improve the Academy. 1992; 11: 137–146.

    Google Scholar 

  12. Borges NJ, Parmelee DX. Changes in Personality and Learning Styles for First Year Medical Students. Med Sci Educ. 2011; 21(3): 200–202.

    Google Scholar 

  13. Winkel S, Petermann F. Assessment in Achievement motivation. In: Zelick P, ed. Issues in the Psychology of Motivation. New York, NY: Nova Science Publishers; 2007: 23–40.

    Google Scholar 

  14. McClelland DC, Atkinson JW, Clark R, Lowell EL. The achievement motive. New York: Appleton-Century-Crofts; 1953.

    Book  Google Scholar 

  15. Green MH. Influences of job type, job status and gender on achievement motivation. Current Psychology: Research and Reviews. 1995; 14(2): 159–165.

    Article  Google Scholar 

  16. Meece JL, Glienke BB, Burg S. Gender and motivation. J School Psych. 2006; 44: 351–373.

    Article  Google Scholar 

  17. Rehfuss M, Borges NJ. Using narratives to explore other-directed occupational choice and academic success. J Voc Behav. 2006; 68: 64–72.

    Article  Google Scholar 

  18. Lang JWB, Fries S. A revised 10-item version of the achievement motives scale: psychometric properties in German-speaking samples. Euro J Psychological Assessment. 2006; 22: 216–224.

    Article  Google Scholar 

  19. Tanaka A, Yamauchi H. A model of achievement motives, goal orientations, intrinsic interests and academic achievement. Psych Reports. 2001; 88: 123–135.

    Article  Google Scholar 

  20. Leite WL, Svinicki M, Shi Y. Attempted validation of the scores of the VARK: Learning styles inventory with mulittrait-multimethod confirmatory factor analysis. Educ Psych Meas. 2010; 70; 323–339.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of NCBP, Wright State University Boonshoft School of Medicine, 3640 Colonel Glenn Hwy., Dayton, OH, 45435, USA

    Gary L. Nieder PhD, Nicole J. Borges & John C. Pearson

Authors
  1. Gary L. Nieder PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nicole J. Borges
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. John C. Pearson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gary L. Nieder PhD.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Nieder, G.L., Borges, N.J. & Pearson, J.C. Medical Student Use of Online Lectures: Exam Performance, Learning Styles, Achievement Motivation and Gender. Med.Sci.Educ. 21, 222–228 (2011). https://doi.org/10.1007/BF03341711

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03341711

Keywords

Search

Navigation