Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum

Abstract

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 ± 1.1 vs. 85.9 ± 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 ± 1.3 vs. 79.5 ± 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students' scores in an exam testing factual knowledge. Whether using this teaching format

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

“…Outcome measures for these studies were based on test items or questions [31, 70], written case analyses [41], MCQs [50,51,56,60,72,77], the Six–subgroup Quality Scale (SSQS) [52], a general numeracy test [83] and independent assessments by evaluators [79]. The sample size of these studies ranged from 39 to 1475.…”

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Case Based Review Questions, Review Sessions, and Call Schedule Type Enhance Knowledge Gains in a Surgical Clerkship

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Problem-based Learning for Design and Engineering Activities in Virtual Worlds

“…To overcome these obstacles, a large portion of PBL courses are now blended with the use of various online technologies that support various aspects of the process in medical teaching (Moeller, Spitzer, & Sprecklelsen, 2010;Raupach, Münscher, Pukrop, Anders, & Harendza, 2010), mathematics (Chang & Wang, 2011), electrical engineering (Montero & Gonzalez, 2009), information science (Hoic-Bozic, Mornar, & Boticki, 2009), computer science (Baturay & Bay, 2010;Chhabra & Sharma, 2010), software engineering (Richardson, Reid, Seidman, Pattinson, & Delaney, 2011;Silva, Gomes dos Santos, da Silva, Dias, & da Cunha, 2011), and HCI design (Nordahl & Serafin, 2008).…”