This Article  • References  • Full text PDF  • Send to a friend  • Save in My Folder  • Save to citation manager  • Permissions  Citing Articles  • Citation map  • Citing articles on HighWire  • Contact me when this article is cited  Related Content  • Similar articles in this journal  Social Bookmarking   What's this?

Multimedia Textbook, Standard Lecture, and Printed Textbook

Donna M. Santer, MD; Vera E. Michaelsen, MD; William E. Erkonen, MD; Robert J. Winter, MD; Jerold C. Woodhead, MD; Jerry S. Gilmer, PhD; Michael P. D'Alessandro, MD; Jeffrey R. Galvin, MD

Arch Pediatr Adolesc Med. 1995;149(3):297-302.

Abstract
Objective
To compare the instructional effectiveness and efficiency of a pediatric multimedia textbook (MMTB) with that of a standard lecture and of a printed textbook in a prospective, interinstitutional study.

Design
Randomized, prospective cohort.

Settings
An urban and a rural medical school affiliated with tertiary care hospitals.

Population
Third- and fourth-year medical students from June 1992 to June 1993.

Interventions/Outcome Measures
Students were randomized to one of four treatment groups: (1) computeraided instruction with MMTBs (n=39), (2) traditional lecture (n=39), (3) printed textbook (n=39), or (4) a control group (n=62). Only the control group was pretested. Following their randomized instruction, all groups were tested via a 26-question multiple-choice test. Statistical analysis was accomplished by analysis of variance of mean posttest scores. The amount of time that students spent with each educational intervention was recorded.

Results
Three hundred two students were eligible for the study, 267 entered the study, and 179 completed the study. The instructional effectiveness of the MMTB was greater than that of the lecture (P<.05), and it was the same as that of the printed textbook. All instructional methods were more effective than the control group (P<.05). The instructional efficiency of the MMTB was equal to that of the lecture and of the printed textbook. The subjective response to the MMTB instruction was positive.

Conclusion
The MMTBs constitute an educationally sound alternative instructional method and have a promising future in medical education.

(Arch Pediatr Adolesc Med. 1995;149:297-302.

Author Affiliations
From the Department of Pediatrics, Northwestern University Medical School, Children's Memorial Hospital, Chicago, Ill (Drs Santer and Winter), and the Department of Radiology, Electric Differential Multimedia Laboratory (Drs Michaelsen, Erkonen, D'Alessandro, and Galvin) and the Department of Pediatrics (Dr Woodhead), The University of Iowa Hospitals and Clinics and The University of Iowa College of Medicine and National Computer Systems (Dr Gilmer), Iowa City. Drs Santer and D'Alessandro are now with, respectively, the Departments of General Pediatrics and Radiology, The Children's Hospital, Harvard Medical School, Boston, Mass.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter     What's this?

THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES

Is newer necessarily better?: Assessment of a computer tutorial on neuroanatomical localization
Gelb
Neurology 2001;56:421-422.
FULL TEXT  

Utilization of a Pediatric Emergency Department Education Computer
Pusic et al.
Arch Pediatr Adolesc Med 2001;155:129-134.
ABSTRACT | FULL TEXT  

Self-Study from Web-Based and Printed Guideline Materials: A Randomized, Controlled Trial among Resident Physicians
Bell et al.
ANN INTERN MED 2000;132:938-946.
ABSTRACT | FULL TEXT  

Realizing the Promise: Delivering Pulmonary Continuing Medical Education Over the Internet
Peterson et al.
Chest 1999;115:1429-1436.
ABSTRACT | FULL TEXT  

Successful Teaching of Pediatric Fluid Management Using Computer Methods
Potts and Messimer
Arch Pediatr Adolesc Med 1999;153:195-198.
ABSTRACT | FULL TEXT  

Pediatric Computer-Assisted Instruction
Desch
Arch Pediatr Adolesc Med 1995;149:303-304.
ABSTRACT