A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy
This study was undertaken to assess the impact of interactive, computer-based versus conventional, paper-based format in student, resident, and fellow learning and retention of anatomy knowledge. Randomized longitudinal cohort design with scores repeated as pre-, post-, and follow-up tests. Subjects...
Saved in:
Published in | American journal of obstetrics and gynecology Vol. 195; no. 5; pp. 1438 - 1443 |
---|---|
Main Authors | , , , , |
Format | Journal Article Conference Proceeding |
Language | English |
Published |
Philadelphia, PA
Mosby, Inc
01.11.2006
Elsevier |
Subjects | |
Online Access | Get full text |
Cover
Loading…
Summary: | This study was undertaken to assess the impact of interactive, computer-based versus conventional, paper-based format in student, resident, and fellow learning and retention of anatomy knowledge.
Randomized longitudinal cohort design with scores repeated as pre-, post-, and follow-up tests. Subjects were randomly assigned to an anatomy module in computer-based (CD-ROM) format and 1 in paper-based format. A follow-up examination was administered 3 weeks after the posttest to evaluate retention of knowledge. Tests results were analyzed by using Student
t tests and analysis of variance.
Thirty-nine subjects completed all testing. Regardless of instructional method, pretest to posttest scores improved (
P < .01), and posttest to follow-up test scores decreased among all levels of training (
P < .01). Student satisfaction was highest with CD-ROM format.
Improvement and retention of anatomy knowledge was not significantly different when comparing a new CD-ROM interactive approach with a traditional paper-based method. |
---|---|
Bibliography: | ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-News-1 ObjectType-Feature-3 content type line 23 |
ISSN: | 0002-9378 1097-6868 |
DOI: | 10.1016/j.ajog.2006.06.076 |