BACKGROUND: The effectiveness of computer-assisted instruction is unproven. OBJECTIVE: To evaluate the effectiveness of an online computerized dermatology module compared to traditional lecture-based teachingto medical students. METHODS:Medical students were randomized to two groups. Group 1 of 37 students had access to a computer-based dermatology tutorial. Group 2 of 36 students attended a lecture on skin morphology, identical to the tutorial, given by a dermatology faculty member. The main outcome was the total number of correct answers on a multiple-choice morphologic terminology final examination. The mean number of questions answered correctly was 16.14 and 14.89 for group 1 and group 2, respectively. RESULTS: Unpaired statistical t tests showed the difference in mean scores between the two groups to be 1.25 (95% confidence interval: -0.70 to 3.20, p value = .20). LIMITATIONS: The study was small, with a small amount of material, and was brief in duration. CONCLUSIONS: Within the limits of our study, computer-assisted instruction is at least as effective as traditional lecture teaching of dermatology morphology to medical students.
RCT Entities:
BACKGROUND: The effectiveness of computer-assisted instruction is unproven. OBJECTIVE: To evaluate the effectiveness of an online computerized dermatology module compared to traditional lecture-based teaching to medical students. METHODS: Medical students were randomized to two groups. Group 1 of 37 students had access to a computer-based dermatology tutorial. Group 2 of 36 students attended a lecture on skin morphology, identical to the tutorial, given by a dermatology faculty member. The main outcome was the total number of correct answers on a multiple-choice morphologic terminology final examination. The mean number of questions answered correctly was 16.14 and 14.89 for group 1 and group 2, respectively. RESULTS: Unpaired statistical t tests showed the difference in mean scores between the two groups to be 1.25 (95% confidence interval: -0.70 to 3.20, p value = .20). LIMITATIONS: The study was small, with a small amount of material, and was brief in duration. CONCLUSIONS: Within the limits of our study, computer-assisted instruction is at least as effective as traditional lecture teaching of dermatology morphology to medical students.
Authors: Waqas R Shaikh; Alan Geller; Gwen Alexander; Maryam M Asgari; Gunther J Chanange; Stephen Dusza; Melody J Eide; Suzanne W Fletcher; Jacqueline M Goulart; Allan C Halpern; Shoshana Landow; Ashfaq A Marghoob; Elizabeth A Quigley; Martin A Weinstock Journal: J Cancer Educ Date: 2012-12 Impact factor: 2.037
Authors: Anjali Sehrawat; Robert Keelan; Kenji Shimada; Dona M Wilfong; James T McCormick; Yoed Rabin Journal: Technol Cancer Res Treat Date: 2015-05-03
Authors: Anjali Sehrawat; Robert Keelan; Kenji Shimada; Dona M Wilfong; James T McCormick; Yoed Rabin Journal: Technol Cancer Res Treat Date: 2015-11-06
Authors: Pradeep Paul George; Nikos Papachristou; José Marcano Belisario; Wei Wang; Petra A Wark; Ziva Cotic; Kristine Rasmussen; René Sluiter; Eva Riboli-Sasco; Lorainne Tudor Car; Eve Marie Musulanov; Joseph Antonio Molina; Bee Hoon Heng; Yanfeng Zhang; Erica Lynette Wheeler; Najeeb Al Shorbaji; Azeem Majeed; Josip Car Journal: J Glob Health Date: 2014-06 Impact factor: 4.413