Teaching paediatric residents about learning disorders: use of standardised case discussion versus multimedia computer tutorial

• Published in: Medical education Vol. 39; no. 8; pp. 797 - 806
• Main Authors: Frazer Bridgemohan, Carolyn, Levy, Sharon, Veluz, Anna K, Knight, John R
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Science Ltd 01.08.2005; Blackwell; Wiley Subscription Services, Inc
• Subjects: Boston; Child; Computer-Assisted Instruction - methods; Curriculum; Curriculum subjects: programmes and methods; Educational sciences; Humans; Internship and Residency; Learning Disorders; Medical and paramedical education; Pediatrics - education; Teaching - methods; Teaching Materials; Boston; Medicine; Pediatrics; Higher Education; Learning Difficulty; Discussion; Computer Science
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1111/j.1365-2929.2005.02232.x

Background  We developed a standardised case‐based educational exercise on the topic of childhood learning disorders, and a multimedia computerised adaptation of this exercise, as part of a national curriculum project based on the Bright Futures guidelines. Objective  To explore resident perceptions of the facilitated case discussion (FCD) and the computerised tutorial (CT). Design  Quasi‐randomised comparison of two educational interventions. Setting  Preclinic teaching conferences at a large urban children's hospital. Participants  A total of 46 paediatric residents years 1–3 assigned to either FCD (n = 21) or CT (n = 25). Interventions  FCD residents met in groups of 8–12 with a trained facilitator for a structured case discussion, while CT residents worked in groups of 2–3 at a computer station linked to an interactive website. Outcome Measures  Participant responses during semistructured focus group interviews. Analysis  Focus group transcripts, field notes and computer logs were analysed simultaneously using qualitative grounded theory methodology. Results  Residents experienced CT as fun, offering flexibility, greater auditory and visual appeal and more opportunities for active learning. FCD allowed greater contact with expert faculty and made the material more relevant to clinical practice. FCD participants emphasised the clinical skills gleaned and stated that the learning experience would change their future patient management. Both groups reported that case discussion was more interactive than computer learning. Median time spent on learning was slightly shorter for the CT group. All groups of learners arrived at the correct final diagnosis. Conclusions  FCD and CT stimulate different types of learning among paediatric residents. Future studies are needed to determine how to integrate these two techniques to meet the learning needs of residents in diverse settings.