Peter Schulz*, Department of Oral and Maxillofacial Surgery, University Medical Center, Johannes Gutenberg University Mainz, Germany, Mainz, Germany Keyvan Sagheb, Department of Oral and Maxillofacial Surgery, University Medical Center, Johannes Gutenberg University Mainz, Germany, Mainz, Germany Christian Mang, Department of Pharmacology, University Medical Center, Johannes Gutenberg University Mainz, Germany, Mainz, Germany Harald Affeldt, Department of Research and Teaching, University Medical Center, Johannes Gutenberg University Mainz, Germany, Mainz, Germany Hannah Klumpp, Department of Research and Teaching, University Medical Center, Johannes Gutenberg University Mainz, Germany, Mainz, Germany Bilal Al-Nawas, Department of Oral and Maxillofacial Surgery, University Medical Center, Johannes Gutenberg University Mainz, Germany, Mainz, Germany Track: Research Presentation Topic: Digital Learning Presentation Type: Poster presentation Submission Type: Single Presentation Last modified: 2013-09-25

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Objectives: During recent years audio-visual recordings of lectures were made increasingly available to dental and medical students via online techniques. The present investigation aims to examine more closely whether these recordings are accepted in general, and whether they affect the learning behaviour of clinical dental and medical students.

Methods: The present survey comprised two cohorts of students: one group consisted of dental students (n=58) who attended a systematic surgical lecture, a second group represented medical students (n=77) who participated in a course of pharmacology. Both lectures were recorded and provided to the students by means of the e-learning platform ILKUM (Interaktiver Lernzielkatalog der Universität Mainz, Interactive learning target of the University Medical Center Mainz). Subsequently, dental students underwent written examination, medical students oral examination. In addition, interviews were conducted with ech student regarding the impact of lecture recordings on learning behaviour. These informations were correlated with internet-hits on ILKUM’s lecture recordings.

Results: Two thirds of dental students made use of audio-visual lecture recordings (ILKUM) when preparing for their examinations. This frequency is significantly above reported data for medical students with about 50 percent. Within both cohorts no difference in learning behavior was apparent between male and female students. Almost no student consulted the online provided videos on the day they were recorded. Utilization of ILKUM-provided records increased during the semester, rised sharply few days prior, and strongly declined on the day of examination. This feature was more pronounced for dental students than for medical students. More than 60 percent of hits were registered between 8 p.m. and 12 a.m. A moderate hit-frequency was observed between 1 p.m. and 2 p.m. Almost all hits reported originated from home computers. All these findings were confirmed by the outcome of interview conducted. During the course of the semester the number of students remained constant.

Conclusion: The overwhelming number of students accepts ILKUM- provided recordings of lectures unconditionally. Apparently, utilization of audio-visual recordings by students is less employed to intensify subject matters immediately after presentation of lectures but rather during the period of direct examination preparation. Thus, presentation of lecture recordings is no replacement of lectures, and ILKUM-recordings do not affect the attendance of lectures.