C Pape-Köhler1, C Chmelik, M M Heiss, R Lefering. 1. Klinik für Viszeral-, Gefäß- und Transplantationschirurgie, Kliniken der Stadt Köln, Krankenhaus Merheim, Ostmerheimer Str. 200, 51109, Köln, Deutschland, carolinapape@gmx.de.
Abstract
BACKGROUND: Teaching surgery to students means covering two main learning fields: theoretical knowledge and practical skills. The objective of this study was to compare a multimedia-based surgical procedure manual to a text-based one in a student population. METHODS: This randomized controlled trial in a pre-post-retention test design was conducted online with the participation of 101 medical students. Subjects studied the performance of a laparoscopic cholecystectomy either in a multimedia-based (MMG) or text-based (TG) presentation. The post-test surveyed the knowledge gain and 3 months later a retention test assessed the sustainability of that knowledge. RESULTS: The study showed a significant knowledge gain in the intragroup comparison. Regarding the procedural knowledge, the MMG scored significantly higher in Δpost-test with 3.84 (MMG) vs 2.98 (TG) correct answers (p = 0.040). This finding was confirmed in the retention test. The MMG (7.17) scored overall significantly higher than the TG (6.41) with correct answers (p = 0.028). CONCLUSIONS:Multimedia-based learning can be regarded as an alternative to text-based learning. Students learn factual knowledge equally well with both devices but the MMG scored higher in procedural and more complex knowledge.
RCT Entities:
BACKGROUND: Teaching surgery to students means covering two main learning fields: theoretical knowledge and practical skills. The objective of this study was to compare a multimedia-based surgical procedure manual to a text-based one in a student population. METHODS: This randomized controlled trial in a pre-post-retention test design was conducted online with the participation of 101 medical students. Subjects studied the performance of a laparoscopic cholecystectomy either in a multimedia-based (MMG) or text-based (TG) presentation. The post-test surveyed the knowledge gain and 3 months later a retention test assessed the sustainability of that knowledge. RESULTS: The study showed a significant knowledge gain in the intragroup comparison. Regarding the procedural knowledge, the MMG scored significantly higher in Δpost-test with 3.84 (MMG) vs 2.98 (TG) correct answers (p = 0.040). This finding was confirmed in the retention test. The MMG (7.17) scored overall significantly higher than the TG (6.41) with correct answers (p = 0.028). CONCLUSIONS: Multimedia-based learning can be regarded as an alternative to text-based learning. Students learn factual knowledge equally well with both devices but the MMG scored higher in procedural and more complex knowledge.
Authors: B Price Kerfoot; Harley Baker; Thomas L Jackson; William C Hulbert; Daniel D Federman; Robert D Oates; William C DeWolf Journal: Acad Med Date: 2006-03 Impact factor: 6.893
Authors: Reinhard Friedl; Helmut Höppler; Karl Ecard; Wilfried Scholz; Andreas Hannekum; Wolfgang Ochsner; Sylvia Stracke Journal: Ann Thorac Surg Date: 2006-05 Impact factor: 4.330
Authors: K F Kowalewski; C R Garrow; T Proctor; A A Preukschas; M Friedrich; P C Müller; H G Kenngott; L Fischer; B P Müller-Stich; F Nickel Journal: Surg Endosc Date: 2018-02-12 Impact factor: 4.584