Comparison of traditional and interactive teaching methods in a UK emergency department

Abstract

Didactic teaching remains a core component of undergraduate education, but developing computer assisted learning (CAL) packages may provide useful alternatives. We compared the effectiveness of interactive multimedia-based tutorials with traditional, lecture-based models for teaching arterial blood gas interpretation to fourth year medical students. Participants were randomized to complete a tutorial in either lecture or multimedia format containing identical content. Upon completion, students answered five multiple choice questions assessing post-tutorial knowledge, and provided feedback on their allocated learning method. Marks revealed no significant difference between either group. All lecture candidates rated their teaching as good, compared with 89% of the CAL group. All CAL users found multiple choice questions assessment useful, compared with 83% of lecture participants. Both groups highlighted the importance of interaction. CAL complements other teaching methods, but should be seen as an adjunct to, rather than a replacement for, traditional methods, thus offering students a blended learning environment.

Offline eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

“…There were no clear trends in terms of increase in publication of offline studies in the time period investigated. Thirty–five studies [27–29,32,34,37,38,40,41,44,46,47,49–53,55,56,58–70,72,73] investigated eLearning in the field of medicine, 8 in the field of nursing [31,35,36,39,45,48,54] and 4 in the field of dentistry [30,33,42,57]. One article [71] focused on both medicine and psychology whereas another [43] focused on medicine, dentistry and physical therapy at the same time.…”

“…[27,28,32–36,42,45,48,49,60,67,70,71]. The eLearning software and material used in the remaining studies were distributed via a variety of sources where specified: learning management systems such as WebCT Blackboard [30,43], DVDs [30,57,61], the internet [29,47,51], stored on a computer [53,58,69] or for 1 study [39] on a PDA, and email [56], Several interventions used standard vendor software such as Adobe® [51,54], Macromedia AuthorWare® [66] and Microsoft® PowerPoint® [29,36]. …”

“…Overall, 40 [27–31,33–37,39–45,47–56,58,60–63,65–69,71,72] out of the 49 studies looked at a knowledge based outcome. Nineteen of these [29–31,34,36,37,40,41,43,45,47,50,51,53,61,63,65,71,72] used only a multiple choice questionnaire (MCQ) to test students’ knowledge and understanding, while another 9 studies [27,35,44,52,55,56,58,60,66] used a MCQ in conjunction with an additional testing method (eg, short answer questions or X–ray image interpretation). A further eleven studies [28,39,42,48,49,54,62,67–69] measured students’ knowledge gain via other testing means including case analysis, X–ray image interpretation and written exams.…”

Perception of medical undergraduate students about teaching learning methods and assessment tools used in a medical college in India

“…5 Some researchers have also introduced the electronic voting equipment for lectures to obtain feedback and perceive the benefits of interactive engagement. 11,12 Interactive teaching is tried by all teacher researchers and it is found that it helps in better understanding and should be incorporated into the curricula for teachers of various fields. 13 Majority (42.8%) of the students chose PBL as a reliable teaching method whereas around (44.4%) of them chose case studies to be the reliable teaching method.…”

Implementierung des eLearning-Projekts NESTOR

“…integrier tes Lernen bzw. "blended learning" erfol gen sollte [1,18]. Generell, vor allem aber im Kontext des BlendedLearnings, ist eLearning bei den Studierenden sehr be liebt [5,7,9,14,15,21,25,27,29].…”