Multimedia driven teaching significantly improves students' performance during heart operations when compared to a print medium: a prospective, randomised trial

Friedl, Reinhard; Höppler, Helmut; Scholz, Wilfried; Stracke, Sylvia; Hannekum, A

doi:10.1055/s-2005-862059

Cited by 2 publications

(1 citation statement)

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“…Many qualitative benefits to online learning have also described in the literature. Students who participated in online modular review of material in a clinical setting scored higher in levels of motivation, self‐rated probability of success, increased interest in the topic being presented and a lower fear of failure than the control group . Moreover, online modules may not only be helpful in acquiring information, but also in keeping students actively motivated and involved .…”

Section: Discussionmentioning

confidence: 99%

Perceptions of D.M.D. student readiness for basic science courses in the United States: Can online review modules help?

Miller

Aiken

Metz

2014

Eur J Dental Education

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There can be a disconnect between the level of content covered in undergraduate coursework and the expectations of professional-level faculty of their incoming students. Some basic science faculty members may assume that students have a good knowledge base in the material and neglect to appropriately review, whilst others may spend too much class time reviewing basic material. It was hypothesised that the replacement of introductory didactic physiology lectures with interactive online modules could improve student preparedness prior to lectures. These modules would also allow faculty members to analyse incoming student abilities and save valuable face-to-face class time for alternative teaching strategies. Results indicated that the performance levels of incoming U.S. students were poor (57% average on a pre-test), and students often under-predicted their abilities (by 13% on average). Faculty expectations varied greatly between the different content areas and did not appear to correlate with the actual student performance. Three review modules were created which produced a statistically significant increase in post-test scores (46% increase, P < 0.0001, n = 114-115). The positive results of this study suggest a need to incorporate online review units in the basic science dental school courses and revise introductory material tailored to students' strengths and needs.

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Section: Discussionmentioning

confidence: 99%