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Academic performance and comparative effectiveness of computer- and textbook-based self-instruction
Yukio Kurihara1, Shu Kuramoto, Kimio Matsuura
1Center of Medical Information Science, Kochi Medical School, Kochi University, Nankoku, Japan. kuri-hary@med.kochi-u.ac.jp
Studies in Health Technology and Informatics
|September 14, 2004
Summary
Computer-assisted instruction (CAI) effectiveness may depend on student academic ability. Lower-performing students benefited more from cyberPatient (CP) software compared to traditional textbooks.
Area of Science:
- Medical Education Technology
- Educational Psychology
Background:
- Computer-assisted instruction (CAI) is increasingly used in medical education.
- The impact of student academic ability on CAI effectiveness requires further investigation.
Purpose of the Study:
- To assess the effectiveness of a new CAI software, cyberPatient (CP).
- To determine the influence of student academic ability on CAI effectiveness.
Main Methods:
- 59 third-year medical students were randomized into four groups: textbook, CP, textbook + CP, and control.
- Learning performance was evaluated using multiple-choice exams and Objective Structured Clinical Examinations (OSCE).
- Statistical analyses stratified students by academic performance (high, medium, low).
Main Results:
- High-performing students showed no significant performance differences across learning groups (textbook, CP, textbook + CP).
- Low-performing students in the textbook-only group scored significantly lower than those using CP.
- Students using CP reported increased willingness to learn and improved understanding.
Conclusions:
- The effectiveness of computer-assisted instruction (CAI) may be associated with students' academic ability.
- cyberPatient (CP) software shows potential benefits for lower-performing students in medical education.