Podcasts as a teaching tool in orthopaedic surgery : Is it beneficial or more an exemption card from attending lectures?

Objective: The aim of this study was to evaluate the influence of the introduction of online podcasts as part of the main lecture series in orthopaedics on the number of lecture attendees, the examination results and the assessment of teaching by the students. Additionally, we evaluated the use of other media for examination preparation.

Methodology: At the beginning and end of the lecture series questionnaires were handed out to the students to evaluate their attitudes towards attending lectures, the use of video podcasts and examination preparation. In addition, the number of lecture attendees and podcast usage during the semester were counted and the statements of the students in the evaluation assessments of orthopaedic teaching were evaluated. The examination results were correlated in a statistical analysis with the learning materials provided by the students for examination preparation.

Results: At the end of the lecture series, 284 students stated that they used the lecture podcast about twice as often as attending lectures; however, for the majority of the students the provision of a video podcast was no reason not to attend the lecture. For example, 37.2% stated that they never and 26.8% stated that they rarely had not attended the lecture by providing the podcasts. Of the students 91-95% considered the availability of lecture podcasts to be a rather meaningful or very meaningful supplement to the lecture visit. Students increasingly used digital media to prepare for examinations instead of using traditional analogue methods. None of the learning methods or materials examined showed a statistically significant advantage in examination results.

Conclusion: Students in the age of digitalization use a variety of learning materials and are no longer bound to classical analog teaching methods. The use of online podcasts had no negative impact on examination performance. Most students perceived lecture podcasts as a useful supplement to lecture attendance. The students praised the expansion of the teaching curriculum to include additional digital offers with positive comments in the evaluations, but without achieving an improvement in these student evaluations.