A comparison of interactive computerized medical education software with a more traditional teaching format

Background: Computer‐assisted instruction in medicine appears to facilitate learning, but it has not been compared prospectively to more traditional teaching methods. Purpose: To compare the efficacy of computer‐assisted instruction to a more traditional format in medical students’ acquisition of clinical acid‐base problem‐solving skills. Methods: 2nd‐year medical students at Northeastern Ohio Universities College of Medicine (N = 82) were randomized into 2 groups. Thirty‐seven received computer‐assisted instruction in acid‐base problem‐solving skills, and 45 were enrolled in a teacher‐supervised workshop. Preinstruction and postinstruction questionnaires, as well as a 25‐question test, were administered to all students. Results: Analysis of the preinstruction questionnaire demonstrated that the students’ preferred method of learning was the teacher supervised workshop (50%) followed by reading (39.5%). Fifty‐eight percent of the students did not use computers at all. Of the remaining 42%, average compute...

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