Webinar software: a tool for developing more effective lectures (online or in-person)

Abstract

Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking.

Materials and methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents.

Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning.

Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively.

Keywords: Generational Learning; New Technologies; Residents; Webinars.

Figure 1

Example of an open question

Figure 2

Example of a multiple-choice question

Figure 3

Webinar display using Adobe Connect platform. (a) Class transmission screen. (b) Open-question panel. (c) Multiple-choice question panel. (d) Camera focusing on presenter. (e) List of attendants. (f) Chat window

Figure 4

Example of a work document given at a refractive surgery class