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

Davis, James; Chryssafidou, Evi; Zamora, Javier; Davies, David; Khan, Khalid S.; Coomarasamy, Arri

doi:10.1186/1472-6920-7-23

Cited by 105 publications

(140 citation statements)

References 20 publications

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“…ELearning has been widely regarded as a new innovative methodology in effectively delivering knowledge and skills, in many disciplines, to large and scattered student communities (Davis et al 2006). ELearning refers to the use of electronic equipment, computer-based devices and internet based application to facilitate the process of teaching and learning (Nichols 2003;Benninck 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Studies show that electronic-based learning appears to be effective as traditional instructor-led methods such as lectures in medical diverse education (Casebeer et al 2008;Curran et al 2006;Choules 2007;Lwoga 2012;Muhsin 2008;Davis 2006). For example, a study of the eLearning experiences of students in two universities in Ghana revealed that eLearning programmes were "more effective" in comparison to other methods of learning (Adanu et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Developing an eLearning strategy to implement medical competency based curricula: Experiences from Muhimbili University of Health and Allied Sciences

Nagunwa

Lwoga

2012

International Conference on Education and E-Learning Innovations

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This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at MUHAS, with its challenges leading to failure. Next it presents the strategic re-establishment of eLearning to support the new CBME introduced in 2009. Finally, the paper discusses the challenges faced during the implementation process and provides a discussion of lessons learnt. The paper suggests that, in order to improve the quality of medical education in settings with limited resources, universities in developing countries should make effective use of innovative and emerging technologies relevant to their environments. Successful implementation of eLearning requires a strategic approach which should involve university management, academic staff and students. The approach should take into account significant issues including pedagogy, ICT infrastructure, appropriate technologies, human resources, eLearning policy, faculty and student training, integration of eLearning and information literacy as well as the university curricula and partnerships.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing an eLearning strategy to implement medical competency based curricula: Experiences from Muhimbili University of Health and Allied Sciences

Nagunwa

Lwoga

2012

International Conference on Education and E-Learning Innovations

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“…Findings support equal or slightly better performance in learners trained online than that in peers with face-to-face instruction. 14,15 Evidence of the efficacy of online training in SBIRT could allow broader curriculum implementation. To date, no studies have compared the 2 approaches in a SBIRT curriculum.…”

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confidence: 99%

Online Versus In-Person Screening, Brief Intervention, and Referral to Treatment Training in Pediatrics Residents

Giudice¹,

Lewin²,

Welsh³

et al. 2015

Journal of Graduate Medical Education

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Background Pediatricians underestimate the prevalence of substance misuse among children and adolescents and often fail to screen for and intervene in practice. The American Academy of Pediatrics recommends training in Screening, Brief Intervention, and Referral to Treatment (SBIRT), but training outcomes and skill acquisition are rarely assessed. Objective We compared the effects of online versus in-person SBIRT training on pediatrics residents' knowledge, attitudes, behaviors, and skills. Methods Forty pediatrics residents were randomized to receive either online or in-person training. Skills were assessed by pre- and posttraining standardized patient interviews that were coded for SBIRT-adherent and -nonadherent behaviors and global skills by 2 trained coders. Thirty-two residents also completed pre- and postsurveys of their substance use knowledge, attitudes, and behaviors (KABs). Two-way repeated measures multivariate analyses of variance (MANOVAs) and analyses of variance (ANOVAs) estimates were used to assess group differences in skill acquisition and KABs. Results Findings indicated that both groups demonstrated skill improvement from pre- to postassessment. Results indicated that both groups increased their knowledge, self-reported behaviors, confidence, and readiness with no significant between-group differences. Follow-up univariate analyses indicated that, while both groups increased their SBIRT-adherent skills, the online training group displayed more “undesirable” behaviors posttraining. Conclusions The current study indicates that brief training, online or in-person, can increase pediatrics residents' SBIRT skills, knowledge, self-reported behaviors, confidence, and readiness. The findings further indicate that in-person training may have incremental benefit in teaching residents what not to do.

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“…[12] Many research studies regarding recently introduced asynchronous, computer-based learning which claims to offer advantage of being flexible, student-centered and improved utilization of resources, have failed to find any significant advantage over traditional classroom-based teaching. [13,14] Hence, didactic lectures still remain popular mode of teaching. It is associated with some weaknesses too, like lack of thought stimulation in large groups.…”

Section: Discussionmentioning

confidence: 99%

Perception of students and teachers of a good lecture: A questionnaire-based cross-sectional study in a tertiary care teaching hospital

Kurle¹,

Goyal²,

Joshi³

et al. 2017

Natl J Physiol Pharm Pharmacol

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Background: Lecture is still a common method for mass instruction amidst the multiple new ways, but there is a paucity of data regarding what constitutes a good lecture. Aims and Objectives: The study was conducted to obtain the viewpoints of both the students and the teachers about lectures and find ways of improvement. Materials and Methods: A questionnairebased cross-sectional study was conducted involving 50 2 nd year MBBS students and 50 teachers. The questionnaire consisted of 17 questions which covered various aspects of a lecture. Results: Almost three-fourth of students and teachers thought that lecture program be displayed 1 month prior. Most participants wanted the lectures to be conducted between 8 am and 12 pm, and a number of lectures should be restricted to 3 per day. About 86% of students and 96% of teachers agreed that there should be emphasis on basics of the subject. 90% of students and 72% of teachers said that MCQs be included in the lecture. According to the majority, PowerPoint should be used for lecture, duration of which should be 45 min and overextension should be avoided. The level of understanding can be judged by directly asking questions to students, as suggested by 62% of students and 78% of teachers. The majority felt that lecture should start with a revision of previous topic and end with a summary. Conclusion: Expectations of students about lecture should be taken into account while preparing to make it more effective teaching tool.

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

Cited by 105 publications

References 20 publications

Developing an eLearning strategy to implement medical competency based curricula: Experiences from Muhimbili University of Health and Allied Sciences

Developing an eLearning strategy to implement medical competency based curricula: Experiences from Muhimbili University of Health and Allied Sciences

Online Versus In-Person Screening, Brief Intervention, and Referral to Treatment Training in Pediatrics Residents

Perception of students and teachers of a good lecture: A questionnaire-based cross-sectional study in a tertiary care teaching hospital

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