Long-term learning
breathing difficulties
When evaluating the effect each method had on long-term learning, we observed a difference in the learning outcomes during the five to seven–week follow-up period among the medical and nurse students. Among the nurses, the scores of the long-term memory test were lower than in the final test in all the teaching groups. In contrast, among medical students, the learning results improved in all groups from the final test to the long-term memory test. This was most likely due to additional teaching (2 h) of breathing difficulties during the course, enabling the students to observe children’s breathing in real life and from video recordings.Interestingly, the live teaching and video recording groups still tended to get better learning results than the live-stream and podcast groups, despite the provided additional learning for all the medical student groups. The results suggest that live-streamed teaching is not a preferable teaching method if there are other options available.The results may have been affected by a large number (one-third) of dropouts after the final test. The number of respondents decreased most in the live-stream (42%) and podcast groups (41%). Learning results were also poorer in these groups. The decrease in participation rates in the long-memory test was more evident among the nurse students (54%) than among the medical students (16%).Our lesson was based on team teaching, socio-constructivism [As studies on multimedia [