ABSTRACT: A randomized controlled trial of two different types of web-based instructional methods [Med Teach. 2012] – PubMed – NCBI
Abstract
BACKGROUND:
Computer-based learning (CBL) is an effective form of medical education. Educators have developed recommendations for instructional design but there is only minimal research that evaluates these recommendations.
AIM:
To evaluate the effect of case-based questions contained in computer modules on learning efficacy.
METHODS:
The authors conducted a randomized controlled trial in 124 medical students of two CBL PowerPoint modules-based on Medicare. The modules were identical except one contained 11 case-based scenarios followed by multiple choice questions. The primary outcome measurement was a previously validated, 11-item knowledge test taken at the end of the module and at the end of the academic year to test retention.
RESULTS:
The students who studied the module with case-based questions answered one more item correctly in the first test (8.9 vs. 10.00 correct answers, p = 0.001). This difference had disappeared by the time of the second test (4.2 vs. 4.7, p = 0.095).
CONCLUSIONS:
This study shows that computer modules with case-based questions enhance learning in the short-term but at the expense of increased time and so decreased learning efficiency. This learning benefit was not maintained.
via A randomized controlled trial of two different typ… [Med Teach. 2012] – PubMed – NCBI.
Written by Brian S McGowan, PhD
Brian is a research scientist and educational technologist. He helped transform Pfizer’s Medical Education Group and previously served in educational leadership roles at HealthAnswers, Inc.; Acumentis, LLC.; Cephalon; and Wyeth. He taught graduate medical education programs at Arcadia University for 10 years. Dr. McGowan recently authored the book "#socialQI: Simple Solutions for Improving Your Healthcare" and has been invited to speak internationally on the subject of information flow, technology, and learning in healthcare.
