A comparison of educational interventions. Multimedia textbook, standard lecture, and printed textbook
D. M. Santer, V. E. Michaelsen, W. E. Erkonen, R. J. Winter, J. C. Woodhead, J. S. Gilmer, M. P. D'Alessandro and J. R. Galvin
Department of Pediatrics, Northwestern University Medical School, Children's Memorial Hospital, Chicago, Ill.
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) computer-aided 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 post-test 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.
