OBJECTIVE: To evaluate the effectiveness of a novel multimedia learning tool (MMLT) for teaching a method of approaching common ophthalmologic presentations. DESIGN: Randomized clinical study. PARTICIPANTS: 25 second-year medical students at Queen's University. METHODS: We evaluated 2 MMLTs pertaining to common ophthalmologic presentations--acute visual loss and cataract--through the use of a randomized clinical study. Subjects were randomized either to watch a short-form video or to read a textbook excerpt for both cataract and acute visual loss. If randomized to one MMLT for the first module, the subject was allocated to the other modality for the second module. The main outcomes of interest were knowledge retention as measured by a short multiple-choice questionnaire, efficiency, and user preference. RESULTS: A trend was noted whereby subjects randomized to an MMLT had higher composite scores on multiple-choice questionnaires (mean score MMLT = 75.2% vs text = 67.5%; t test = 1.535; df = 22; p value = 0.139). Additionally, those who watched an MMLT spent 72% less time reviewing the education content (29 min vs 8 min; t test = 3.955, p value = 0.0003). Of the sample, 87% preferred the MMLT over the text. CONCLUSIONS: MMLTs can significantly reduce learning time without sacrificing knowledge retention in undergraduate students of ophthalmology.
RCT Entities:
OBJECTIVE: To evaluate the effectiveness of a novel multimedia learning tool (MMLT) for teaching a method of approaching common ophthalmologic presentations. DESIGN: Randomized clinical study. PARTICIPANTS: 25 second-year medical students at Queen's University. METHODS: We evaluated 2 MMLTs pertaining to common ophthalmologic presentations--acute visual loss and cataract--through the use of a randomized clinical study. Subjects were randomized either to watch a short-form video or to read a textbook excerpt for both cataract and acute visual loss. If randomized to one MMLT for the first module, the subject was allocated to the other modality for the second module. The main outcomes of interest were knowledge retention as measured by a short multiple-choice questionnaire, efficiency, and user preference. RESULTS: A trend was noted whereby subjects randomized to an MMLT had higher composite scores on multiple-choice questionnaires (mean score MMLT = 75.2% vs text = 67.5%; t test = 1.535; df = 22; p value = 0.139). Additionally, those who watched an MMLT spent 72% less time reviewing the education content (29 min vs 8 min; t test = 3.955, p value = 0.0003). Of the sample, 87% preferred the MMLT over the text. CONCLUSIONS: MMLTs can significantly reduce learning time without sacrificing knowledge retention in undergraduate students of ophthalmology.
Authors: Ryan J Diel; Kelly H Yom; David Ramirez; Karam Alawa; Justine Cheng; Salma Dawoud; Michelle R Snyder; Pavlina S Kemp Journal: Digit J Ophthalmol Date: 2021-02-01
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