Technology provides new opportunities for learning, including the use of recorded lectures (RLs). This study aimed to assess how effective online RLs are for learning within clinical courses at a School of Medicine. The research was conducted in four phases: (i) a pre–post uncontrolled study to measure knowledge acquisition from RLs, (ii) a non-randomised crossover study comparing learning when RLs were viewed before or after a face-to-face lecture (FL), (iii) focus groups to explore students’ perceptions of RLs, and (iv) a randomised controlled trial examining whether embedding questions every 10 minutes and adding a summary page to RLs enhances learning.
Findings indicated that RLs produced measurable knowledge gains comparable to those from FLs. Additionally, whether students viewed an RL before or after attending an FL, the overall incremental learning was similar. Students expressed positive attitudes toward RLs, though they did not view them as a full substitute for FLs. Finally, incorporating periodic questions and a summary page into RLs did not result in improved learning outcomes. In summary, RLs can effectively support learning in clinical courses; however, students’ continued preference for FLs supports the implementation of a blended learning approach.
