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A prospective, randomized controlled study of computer-assisted learning in parasitology
T Samuel Shomaker1, Daniel J Ricks, Devon C Hale
1University of Utah School of Medicine, Salt Lake City, USA. shomaker@hawaii.edu
Summary
Computer-based instruction is as effective as traditional lectures for teaching medical parasitology, requiring less study time. This finding supports innovative educational approaches in medical school curricula.
Area of Science:
- Medical Education
- Parasitology
- Instructional Technology
Background:
- Traditional lecture-based instruction is a common method for teaching medical school courses.
- The integration of computer-based instruction offers potential for enhanced learning experiences.
Purpose of the Study:
- To compare the effectiveness of three teaching methods for a medical school parasitology course.
- Methods compared: computer-based instruction, traditional lecture-based instruction, and a combined approach.
Main Methods:
- A prospective, randomized controlled study involving second-year medical students.
- Three groups: computer-based (n=29), lecture-based (n=32), and combined (n=33).
- Knowledge assessed via pretest, final exam, and delayed posttest; study time logged; student feedback collected.
Main Results:
- No statistically significant differences in knowledge scores across the three groups.
- Students in the computer-based group studied significantly less time (26.8 hours) than the lecture (32.1 hours) and combined (32.7 hours) groups.
- Student feedback regarding the course and computer program was generally positive.
Conclusions:
- Computer-based instruction is an effective alternative to traditional lectures for learning parasitology.
- Medical students can achieve comparable knowledge acquisition with reduced study time using computer-based methods.