Abstract
The COVID-19 pandemic forced medical schools to rapidly transform their curricula using online learning approaches. At our institution, the preclinical Practice of Medicine (POM) course was transitioned to large-group, synchronous, video-conference sessions. The aim of this study is to assess whether there were differences in learner engagement, as evidenced by student question-asking behaviors between in-person and videoconferenced sessions in one preclinical medical student course. In Spring, 2020, large-group didactic sessions in POM were converted to video-conference sessions. During these sessions, student microphones were muted, and video capabilities were turned off. Students submitted typed questions via a Q&A box, which was monitored by a senior student teaching assistant. We compared student question asking behavior in recorded video-conference course sessions from POM in Spring, 2020 to matched, recorded, in-person sessions from the same course in Spring, 2019. We found that, on average, the instructors answered a greater number of student questions and spent a greater percentage of time on Q&A in the online sessions compared with the in-person sessions. We also found that students asked a greater number of higher complexity questions in the online version of the course compared with the in-person course. The video-conference learning environment can promote higher student engagement when compared with the in-person learning environment, as measured by student question-asking behavior. Developing an understanding of the specific elements of the online learning environment that foster student engagement has important implications for instructional design in both the online and in-person setting.