Intervention
The teaching took place simultaneously in four teaching groups. The students in the classroom teaching group (n = 72) participated in an on-site class facilitated by the teachers. The students in the remote teaching groups participated in the teaching intervention at their chosen locations using their own computers or smart devices. The podcast (n = 79) and vodcast (n = 73) groups participated in the teaching activity by listening to or watching recorded material. The stream teaching group (n = 77) viewed a live-taught course through Zoom webconferencing software, and had an opportunity to communicate with the teachers, either by speaking through their computer’s microphone or by texting their comments in Zoom’s chat feature.The the podcast and vodcast groups did not have such an opportunity.The same script and protocol were used in all the teaching groups. The script was jointly prepared by three clinical teachers in paediatrics and evaluated before recording the material. For example, the vodcast was recorded and edited beforehand by adding subtitles. Subsequently, the audio file was isolated from the vodcast into a separate recording, which was subsequently made into a podcast. Therefore, the vodcast and the podcast were the exact same recording with the exception that there was no video content included in the podcast.In all the teaching groups, the lesson was based on the MUSIC (empowerment, usefulness, success, interesting, caring) theory and followed the principles of multimedia teaching [
IREDO mnemonic