Longitudinal follow-up comparison of educational interventions: Multimedia textbook, traditional lecture, and printed textbook

D’Alessandro, Donna M.; Kreiter, Clarence D.; Erkonen, William E.; Winter, Robert J.; Knapp, Howard R.

doi:10.1016/s1076-6332(97)80074-8

Cited by 39 publications

(14 citation statements)

References 11 publications

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“…Next, the relatively short period of time between the intervention and taking the post-test (2 weeks) allows the assessment of the impact of the instruction, but does not allow measurement of lasting effects. 18,19 Third, we have concerns about the students in the online group who did not access the audio feed. Subgroup analysis of all demographic variables showed 2 differences between the students in the online group who did not use audio compared with students who did use audio.…”

Section: Discussionmentioning

confidence: 99%

Learning about screening using an online or live lecture

et al. 2002

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OBJECTIVE:To determine the impact of an online lecture versus a live lecture on screening given to medical students who are participating in an outpatient clerkship. DESIGN:Prospective, randomized, controlled study.PARTICIPANTS AND SETTING: Ninety-five senior medical students in a primary care medicine clerkship based at university and distant clinic sites. INTERVENTION AND MEASUREMENTS:Forty-eight medical students were randomized to the live lecture on screening (live lecture group), and forty-seven medical students were randomized to the online lecture on screening (online lecture group). Outcome measures included students' knowledge, use of time, and satisfaction with the lecture experience. RESULTS:Compared to students in the live lecture group, students in the online lecture group demonstrated equal postintervention knowledge of screening (P = .91) and expended 50 minutes less time to complete the lecture. Online lecture students who used the audio feed of the lecture were equally satisfied with the lecture as the live lecture students. Without the audio feed, online lecture students were less satisfied.CONCLUSIONS: An online lecture on screening is a feasible, efficient, and effective method to teach students on outpatient clerkships about principles of screening.

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Section: Discussionmentioning

confidence: 99%

Learning about screening using an online or live lecture

et al. 2002

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“…Finally, since we conducted a shortterm study over only 3 months, we were not able to answer questions on long-term effects like National Boards Examination results in radiology and organizational problems of curriculum planning. Long-term studies are even more difficult to control for confounding factors (15,24).…”

Section: Discussionmentioning

confidence: 99%

Do Computers Teach Better? A Media Comparison Study for Case-based Teaching in Radiology

Maleck

Fischer²,

Kammer³

et al. 2001

RadioGraphics

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A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twentyfive 3rd-year students were randomly assigned to one of four groups and exposed to 10 radiology cases as well as to a voluntary weekly radiology lecture. Group A used computer-based cases with interactive elements; group B used computer-based cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served as a control group. On a multiple-choice question test, groups A, B, and C showed significant improvement (ϩ11.2%, ϩ15.1%, and ϩ13.0%, respectively), whereas group D did not (ϩ0.6%). On an image interpretation test, group A showed the most improvement (ϩ15.7% [P Ͻ .001]), followed by group B (ϩ15.1% [P Ͻ .01]) and group C (ϩ10.2% [P Ͻ .05]); group D showed no significant improvement (ϩ8.5%). No significant differences in the learning outcome were found between the two interactive groups (computer based and paper based). Computerbased teaching with case studies (with or without interactivity) improves students' problem-solving ability in radiology.

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“…Test scores repeatedly show that users perform equally well, and sometimes slightly better, if they have used computer-assisted instruction rather than attended a lecture or viewed print materials (Lillenfield and Broering, 1994;Santer et al, 1995;D'Alessandro et al, 1997;Baumlin et al, 2000;Williams et al, 2001;Lewis, 2003). Similar studies have been carried out in the realm of patient education (Erkonen et al, 1994;Patel et al, 2008).…”

Section: Introductionmentioning

confidence: 87%

“…Patel et al (2008) found improved retention among patients. Erkonen et al (1994) andD'Alessandro et al (1997) both found no statistically significant difference between long-term test scores of students who had used computer-assisted instruction versus traditional materials. Still fewer studies have focused on a unique aspect of the multimedia tutorial that they have designed the tutorial to test.…”

Section: Introductionmentioning

confidence: 92%

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Medical student retention of embryonic development: Impact of the dimensions added by multimedia tutorials

Marsh

Giffin

Lowrie

2008

Anatomical Sciences Ed

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The purpose of this project was to develop Web-based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross-sections that represent different "slices" of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format-lecture combined with printed diagrams, text, and existing computer animations-with customized, guided, Web-based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long-term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules-and possibly computer-assisted-instruction modules in general-are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long-term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules.

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Longitudinal follow-up comparison of educational interventions: Multimedia textbook, traditional lecture, and printed textbook

Cited by 39 publications

References 11 publications

Learning about screening using an online or live lecture

Learning about screening using an online or live lecture

Do Computers Teach Better? A Media Comparison Study for Case-based Teaching in Radiology

Medical student retention of embryonic development: Impact of the dimensions added by multimedia tutorials

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