Live and vodcast
In our study, learning with the live and vodcast methods was equally effective in line with Schreiber’s observations in 2010. In that randomized study, 100 undergraduate medical students either attended a live lecture or watched a recording of the lecture afterwards once or multiple times. Although no significant difference was found in the students’ test scores immediately after the teaching, they preferred the live session and evaluated it as more engaging than the vodcast. Our study differed from this setting in that the vodcast and podcast in our study were prerecorded, containing content similar to that used with the live and streamed teaching groups with no possibility to watch or listen to the material repeatedly [Several other studies also support our findings: a study conducted in Ireland (n = 73) demonstrated that access to vodcasts prior to and after traditional medical classroom teaching promotes both short-term and long-term learning [It should be emphasized that while the vodcast group had good efficacy in our study, this finding cannot be directly applied to video learning via YouTube. The quality and accuracy of videos used to teach medicine on YouTube varies, which makes it necessary to develop high-quality videos with scientifically approved content for health care learning [