An evaluation of computer-assisted instruction in radiology

Cg, Jacoby; Smith, W R; Ma, Albanese

doi:10.2214/ajr.143.3.675

Cited by 24 publications

(5 citation statements)

References 6 publications

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“…Web-based tutorials provide learners with the opportunity to complete the material at their own speeds 16,17 and at their own convenience [16][17][18] and have been shown to be an effective educational strategy to enhance knowledge of a given topic. 4,[19][20][21] Tutorials offer concise instructions and allow the learner to return as needed and to view the information numerous times to ensure comprehension.…”

mentioning

confidence: 99%

An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

Welch

Lunen

Hankemeier

2014

Journal of Athletic Training

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mentioning

confidence: 99%

An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

Welch

Lunen

Hankemeier

2014

Journal of Athletic Training

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“…(Details of the search strategy are included in the .) Even though his search strategy failed to identify any studies that specifically compared the computer‐based lecture to the standard lecture, the search provided information on how a technology‐based substitution compared with the “live” lecture 16–24 (Table 1).…”

Section: Advantages and Disadvantages Of “Live” Versus Computer‐basedmentioning

confidence: 99%

The computer-based lecture

2001

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Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of "live" versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation.

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“…Many studies to date have compared computer‐assisted instruction (CAI) without tutors to small‐group tutorial sessions (Kenny & Schmulian 1979; Jacoby et al 1984; Parish 1986; Day & Payne 1987; Garret et al 1987).…”

Section: Literature Reviewmentioning

confidence: 99%

Small-group interactive computer-assisted teaching

Shannon

1990

Medical Education

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A form of teaching developed at the Montreal General Hospital over the past 6 years which involves small groups of students, a tutor and computer assistance is described. The major supposition of the paper is that constant interaction with students on a question-and-answer basis is the most efficient form of teaching. With this method, areas of weakness and lack of comprehension of concepts can be easily and rapidly identified. Patient Management Problems (PMPs) on the computer are used in order to supply the questions that constitute the basis of the tutorial. These questions may then be expanded upon by the personal experience of the tutor. The feedback to the student inherent in this method allows for immediate rectification of problems. An attempt is made to validate the efficacy of this form of teaching with a literature review.

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An evaluation of computer-assisted instruction in radiology

Cited by 24 publications

References 6 publications

An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

The computer-based lecture

Small-group interactive computer-assisted teaching

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