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Table 3 Qualitative analysis of responses for item A1

From: Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance

Categories

Total responses for A1 (N = 91)

No of comments (n)

Total effect (Mean x n)

Paraphrases of sample comments from students

Mean

SD

Learning

 • Revision

0.97

0.85

57

55.1

‘useful for revision especially at the last-minute’ (#1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 14, 15, 16, 17, 18, 19, 21, 22, 23, 24, 27, 28, 29, 32, 35, 36, 38, 39, 40, 41, 43, 45, 46, 48, 49, 50, 51, 53, 55, 56, 57, 58, 59, 60, 61, 63, 67, 68, 69, 70, 71, 73, 75, 78, 91)

 • Help

0.53

0.83

28

14.77

‘useful before assessments’ (#2, 4, 5, 6, 8, 15, 18, 19, 21, 22, 26, 28, 29, 33, 34, 35, 38, 40, 45, 46, 53, 61, 62, 66, 67, 68, 69, 73)

 • Learn

0.27

0.56

20

5.49

‘made it easier to recollect points’ (#34, 63)

‘helped me understand concepts better and clarify a few doubts’ (#11, 20, 26, 30, 58, 62, 88)

‘covered all the main facts and summarized the whole chapter’ (#9, 44, 54)

‘useful to have concise forms of lectures (#1, 6, 19, 55)

‘helped in understanding the categorization and layout of specific topics’(#21, 67)

‘helped to focus on important points and catch-up things missed by merely reading’ (#45, 57)

 • Overview

0.16

0.52

9

1.48

‘helpful for a quick overview’ (#47, 52, 54, 65, 71, 74, 79)

‘watching the videos before I started reading the gave me a head-start on what I’m supposed to know’ (#37, 44)

 • Time

0.11

0.38

8

0.88

‘everything important was condensed into 3 min and doesn’t take much of time’ (#1, 17, 40, 55, 65, 68, 71, 82)

 • Study

0.1

0.4

7

0.8

‘very helpful for last minute preparation’ (#33, 36, 45, 62, 63, 66, 70)

 • Audio

0.09

0.35

6

0.53

‘teachers voice in the background was helpful, reassuring and gave a personal touch’ (#17, 41, 43, 45, 72)

‘instead of listening to music sometimes you could listen to videos for recap’ (#12)

 • Challenge

0.05

0.27

4

0.22

‘easy to understand’ (#9, 11, 51, 62)

 • Visual

0.02

0.26

3

0.07

‘audiovisual aids can be more useful for some students’ (#43)

‘teacher’s interaction through the video made it lively’ (#71)

‘video could have been improved a lot’ (#83)

Engagement

 • Compare

0.2

0.5

15

2.97

‘easier than going through text books or lecture slides’ (#8, 42, 62, 73)

‘helped me understand better after I have gone through the slides’/‘catch-up things missed by merely reading slides’ (#11, 45, 50, 51)

‘can be more useful for some students than reading books’ (#2, 43, 52)

‘useful to revise and recollect points since it was like listening through the lecture again (#17, 88)

‘didn’t watch the videos because I prefer to study’ (#59)

 • Engage

0.07

0.36

6

0.40

‘interesting, less boring and lively than going through the e-earning slides’ (#8, 10, 42, 58, 71)

‘seemed like slides were just being read out, which I can do by myself’ (91)

 • Technology

−0.03

0.18

3

−0.1

‘faced issues with downloading the files’ (#76, 85, 86)

Quality

 • Control

0.05

0.31

3

0.16

‘I was able to pause and listen, when and where I wanted’ (#51, 62)

‘If I had doubt after watching the video I could read once again for clarification’) (#34)

 • Ease

0.045

0.29

2

0.09

‘convenient to study with phones’ (#57)

‘heard quite a few of them walking to the exam hall’ (#69)

 • Graphics

−0.01

0.10

1

−0.01

‘animations could have been added’ (#83)

 • Text

0.00

0.00

0

0.00

–

 • Language

0.00

0.00

0

0.00

–

  1. Summary of qualitative analysis and paraphrases of their responses for items A1 are presented here (For detailed comments see Additional file 2: Table S1). Numbers in the parenthesis indicate the serial number of students’ responses