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Related Experiment Videos

Web-based learning in residents' continuity clinics: a randomized, controlled trial.

David A Cook1, Denise M Dupras, Warren G Thompson

  • 1Division of General Internal Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester, MN 55905, USA. cook.david33@mayo.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|December 25, 2004
PubMed
Summary
This summary is machine-generated.

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Internal medicine residents preferred web-based learning modules over printed materials, finding them more efficient. While both formats improved knowledge equally, web-based modules were favored for their effectiveness and acceptance.

Area of Science:

  • Medical Education Technology
  • Continuing Medical Education
  • Internal Medicine Training

Background:

  • The optimal format for delivering continuing medical education to internal medicine residents remains an area of active research.
  • Web-based (WB) learning modules offer a potentially flexible and accessible alternative to traditional printed materials.

Purpose of the Study:

  • To compare resident preference between web-based modules and printed materials for learning.
  • To evaluate the impact of these two teaching formats on resident knowledge acquisition.

Main Methods:

  • A randomized, controlled, crossover study design was employed.
  • Internal medicine residents were assigned to study ambulatory medicine topics using either WB modules or paper practice guidelines.
  • Knowledge was assessed via pre- and post-intervention tests, and format preference was surveyed.

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Main Results:

  • A significant majority of residents (78%) preferred the web-based learning format.
  • Both WB modules and paper materials led to comparable improvements in test scores.
  • Residents reported spending less time on WB modules compared to paper materials, though password issues hindered WB module use for many.

Conclusions:

  • Web-based learning modules are an effective, well-accepted, and efficient educational tool for internal medicine residents.
  • While knowledge gain was similar across formats, resident preference and time efficiency favor WB modules.
  • Further research should explore optimizing WB instruction to maximize its potential as a learning tool.