Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomized controlled trial

Davis, James; Crabb, Sarah; Rogers, Elizabeth; Zamora, Javier; Khan, Khalid S.

doi:10.1080/01421590701784349

Cited by 103 publications

(131 citation statements)

References 18 publications

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“…Our trial merits consideration as we undertook a randomized design to provide scientifically sound results. One of the strengths of the trial was that we were able to recruit more participants than previous trials [10][11][12] and this increases the precision of our findings. Furthermore, a cluster randomized trial design was chosen to reduce the effect of contamination.…”

Section: Comparison With Other Studiesmentioning

confidence: 99%

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training

et al. 2010

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SummaryAim To evaluate the educational effectiveness of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduate medical trainees compared to a traditional lecture-based course of equivalent content.Methods We conducted a cluster randomized controlled trial to compare a clinically integrated e-learning EBM course (intervention) to a lecture-based course (control) among postgraduate trainees at foundation or internship level in seven teaching hospitals in the UK West Midlands region. Knowledge gain among participants was measured with a validated instrument using multiple choice questions. Change in knowledge was compared between 288 groups taking into account the cluster design and adjusted for covariates at baseline using generalized estimating equations (GEE) model. DECLARATIONS Competing interests None declared Funding ResultsThere were seven clusters involving teaching of 237 trainees (122 in the intervention and 115 in the control group). The total number of postgraduate trainees who completed the course was 88 in the intervention group and 72 in the control group. After adjusting for baseline knowledge, there was no difference in the amount of improvement in knowledge of EBM between the two groups. The adjusted post course difference between the intervention group and the control group was only 0.1 scoring points (95% CI −1.2-1.4).Conclusion An e-learning course in EBM was as effective in improving knowledge as a standard lecture-based course. The benefits of an e-learning approach need to be considered when planning EBM curricula as it allows standardization of teaching materials and is a potential cost-effective alternative to standard lecture-based teaching. AimAcquiring knowledge, skills and attitudes to practice evidence-based medicine (EBM) is a core competence for all junior doctors.1 For EBM teaching and learning to be effective it should be clinically integrated.2 However, the majority of teaching of EBM and critical appraisal takes place in the classroom away from a clinical setting. Integrating EBM teaching into a clinical setting is not a straightforward task and risks distracting from service delivery as it can be time-consuming. The pool of teachers trained in providing face-to-face teaching on the foot is limited. 3To address the lack of time and capacity to deliver EBM teaching on the go, we developed an e-learning EBM course for just-in-time learning through on-thejob training for postgraduate medical trainees.4,5 Its feasibility was piloted in different languages and settings across five European countries in a before-andafter study. It showed that knowledge improved significantly and both trainees and tutors found the e-learning course acceptable.5 How would such a course fare against delivery of equivalent content in the traditional lecture mode during foundation (internship) training? We determined the effect of the e-EBM course on participant's knowledge of EBM in a randomized controlled trial. Methods DesignWe conducted a cluster r...

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Section: Comparison With Other Studiesmentioning

confidence: 99%

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training

et al. 2010

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“…With regards to EBM, there is no shortage of data that demonstrates that training courses can improve literature searching, critical appraisals, (Davis, Crabb, Rogers, Zamora, & Khan, 2008;Harewood & Hendrick, 2010;Thangaratinam et al, 2009) or even change clinical practice. (Straus, Ball, Balcombe, Sheldon, & McAlister, 2005) However, a recent systematic review of EBM "teach the teacher" courses concluded that there were no specific assessment tools for evaluating effectiveness of these courses, making it impossible to ascertain if they are having the desired effect.…”

Section: Discussionmentioning

confidence: 99%

Best Practices in Teaching Residents on Internal Medicine Wards

Köhler¹,

Fadel²,

Wright³

et al. 2016

MedEdPublish

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“…Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32]. Finally, multiple studies demonstrated that knowledge was equivalent (or better) between students learning through online lectures compared to traditional learning modalities, such as live didactic lectures [8,9,12,19,22,23,25,28,[33][34][35][36][37][38], with the exception of one study that found superior student knowledge acquisition from live lectures [39].…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

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Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools -including online lectures -before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomized controlled trial

Abstract: Computer based teaching and typical lecture sessions have similar educational gains.

Cited by 103 publications

References 18 publications

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training

Best Practices in Teaching Residents on Internal Medicine Wards

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

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