A Comparison of Educational Interventions

Offline Digital Education for Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

“…Twenty-nine studies assessed knowledge using nonvalidated instruments [36-38,40-49,51-57,59-67], while three studies [10,50,58] used validated instruments such as multiple-choice questions, questionnaires, and tests. Twenty-six studies assessed postintervention knowledge scores, while six studies assessed both short-term and long-term knowledge retention, ranging from 1 week to 22 months of follow-up [52,60,62,65-67] (Multimedia Appendix 3).…”

“…Eighteen studies (1660 participants) assessed postintervention satisfaction [37,41,42,44-48,50,51,54,55,57,58,60-62,64]. Nine studies used Likert-type rating scales [42,46,48,51, 54,55,58,61,62], eight studies used questionnaires [37,41,44,47,50,57,60,64], and one study [45] used a survey to assess participants’ postintervention satisfaction. None of the studies used validated tools to measure the outcome.…”

“…Two other studies reported no significant difference in students’ postintervention satisfaction between the groups [37,51]. The remaining 11 studies reported incomplete or incomparable outcome data [42,45,47,48,50,55,57,60-62,64]. Overall, we were uncertain about the effects of offline digital education on students’ satisfaction scores, when compared with traditional learning.…”

“…For 14 (39%) studies, we found that the risk of bias was low in at least four of six domains [38,39,41,42,54,55,58,59,61,65-68]. For 22 studies (61%), we found that the risk of bias was high, as the studies had an unclear risk of bias in at least three of six domains or a high risk in at least one domain [10,35-37,40,43,44,45,46,47,48-53,56, 57,60,62-64]. A symmetrical funnel plot of studies comparing offline digital education and traditional learning suggests low risk of publication bias for the outcome knowledge (Figure 6).…”

Effect of Story-Based Audio Visual Mnemonics in Comparison with Text Reading Method on Memory Consolidation among Medical Students: A randomized Controlled Trial

“…These results support previous research in 2003 by Rummel N, Levin JR, Woodward MM, where students were randomly assigned to the Pictorial Mnemonics method, and free study also depicts the effectiveness of mnemonics method on students' memory (21). A study on the comparison of interventional education between multimedia textbooks, standard lecture, and printed textbook among third and fourth-year medical students done by M Santer, D. et al In 1995 illustrated the effectiveness of multimedia-based education, and students scored signi cantly higher compared to standard lecture and printed textbook group although there was no mnemonics method used (22).…”