Computer-based training: a new method of surgical education

Abstract

Computer-based training (CBT) programs teach the material of a specific field and at the same time offer various ways of objectively checking the knowledge gained. The interactive use of multimedia components, such as text, graphics, animation, sound, digital slide shows, videos and quizzes, facilitates the learning process. The aim of this study was the development and evaluation of a CBT program for use by surgeons teaching students. Using SuperCard, a teaching module for distal radius fracture (DRF) was developed, containing detailed clinical information. Video clips and vivid animation combine theoretical knowledge with practical experience. Fourth-year medical students (n = 103) were tested after using the module for 90 min. Other students (n = 47) served as the control group. In a 90-min lecture, DRF was discussed. In all evaluated criteria (distinctness, detailed description, presentation of materials, structure, motivation to learn, time saved while learning and memory retention), CBT gained 15-20% better scores than the lecture. Although 87% of the students stated that their experience with computers was limited or insufficient, 100% found the use of CBT systems helpful in student teaching. Most of them suggested the use of such programs as a exam preparation/self study method (90%) or as a supplement to a lecture (40%). Based on these evaluations, it is clear that CBT modules are an appropriate future teaching and learning system that will be well accepted. In conclusion, CBT programs should be integrated into medical education as a valuable supplement. With this aim, CBT systems should be developed and used at universities as an information system for the surgical residency program.

Development of an interactive multimedia‐CBT‐program for dental implantology and using tests of a program prototype

“…Furthermore, in the study presented, the perceived study motivation with CBT was judged to be considerably better as compared to conventional teaching methods. This result has been confirmed in general in the literature (1,45,48,49).…”

“…T approximately every two years since 1980. This means that doctors and students have to absorb and process more and more information (1). Since the probability of being able to memorize the material increases if more senses are involved during the leaming process (2)(3)(4), alternative procedures of acquiring information, i.e., methods which include moving or still pictures (photo, graphics, animation or video) or sound in addition to conventional methods are gaining in importance.…”

An internet based learning tool in orthopaedic surgery: Preliminary experiences and results

“…Since then, the rapid development and spread of PCs and the internet have caused an increase in the number and variety of learning and software programs for medical education [17]. Several studies have shown that the interactive use of multi-media components and computer-based software can successfully be used in medical education to facilitate the learning process [8,10,16,19,21].…”

“iBIM” — Internet-based interactive modules: an easy and interesting learning tool for general surgery residents

“…5 Several studies have shown that the interactive use of multimedia components and computer software can successfully be used in medical education to facilitate the learning process. [6][7][8][9][10] There is already a large number of medical iBIMs available for the purposes of medical education as well as patient care, and more are being developed all the time. Examples of iBIMs are the medical calculator, 11 adjuvant online 12 and e-anatomy.…”