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Electrifying a medical school course: a case study.

J Dennis Hoban1, Jeanne B Schlesinger, R Paul Fairman

  • 1Office of Education Research, MCV Campus, Virginia Commonwealth University School of Medicine, Richmond, Virginia, USA. jdhoban@vcu.edu

Teaching and Learning in Medicine
|April 24, 2003
PubMed
Summary
This summary is machine-generated.

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Web-based instruction enhances medical education by providing interactive learning opportunities. While effective for complex thinking, it complements, not replaces, traditional teaching methods.

Area of Science:

  • Medical Education
  • Instructional Design
  • Web-based Learning

Background:

  • Virginia Commonwealth University School of Medicine initiated a project to "electrify the curriculum."
  • A second-year course was selected as a model e-course for a two-year study.

Purpose of the Study:

  • To develop and evaluate a model e-course for medical education.
  • To assess the effectiveness of web-based instruction in enhancing student learning.

Main Methods:

  • Employed instructional and web design principles for e-course development.
  • Utilized diverse data collection methods including surveys, focus groups, student diaries, and assessments.
  • Leveraged e-course features for enhanced learning opportunities beyond traditional instruction.

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Main Results:

  • Students valued access to images, interactivity, and efficient navigation.
  • Web-based instruction shows potential in developing complex "doctor thinking."
  • Human teachers remain essential in the educational process.

Conclusions:

  • Web-based teaching can significantly enhance complex learning.
  • Instructional design suggestions are provided to optimize web-based educational tools.
  • The study highlights the complementary role of technology in medical education.