@Article{信息:doi 10.2196 / / jmir。3814，作者=“Raupach, Tobias and Grefe, Clemens and Brown, Jamie and Meyer, Katharina and Schuelper, Nikolai and Anders, Sven”，标题=“将知识获取从讲座厅转移到学生家中:一项前瞻性干预研究”，期刊=“J Med Internet Res”，年=“2015”，月=“9”，日=“28”，卷=“17”，数=“9”，页=“e223”，关键词=“知识;讲座;医学教育;播客;背景:播客在医学生中很受欢迎，但在本科医学教育中播客的使用对学习结果的影响还没有得到详细的研究。目的:我们的目的是评估伴随测试问题和讲座出席的播客对短期和中期知识保留的影响。方法:参加心肺教学模块的学生被要求在参加现场讲座之前通过观看播客和提交相关测试问题的答案来准备10个特定的讲座。在同样的问题上，他们进行了突击测试和记忆测试。结果:观看播客并提交测试问题的答案(与不使用播客/测试相比)与惊喜测试中的所有项目和记忆测试中的7个项目的测试表现显著更好相关。 Lecture attendance (versus no attendance) was associated with higher test performance in 3 items and 1 item, respectively. In a linear regression analysis adjusted for age, gender, and overall performance levels, both podcast/quiz use and lecture attendance were significant predictors of student performance. However, the variance explained by podcast/quiz use was greater than the variance explained by lecture attendance in the surprise test (38.7{\%} vs 2.2{\%}) and retention test (19.1{\%} vs 4.0{\%}). Conclusions: When used in conjunction with quiz questions, podcasts have the potential to foster knowledge acquisition and retention over and above the effect of live lectures. ", issn="1438-8871", doi="10.2196/jmir.3814", url="//www.mybigtv.com/2015/9/e223/", url="https://doi.org/10.2196/jmir.3814", url="http://www.ncbi.nlm.nih.gov/pubmed/26416467" }