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Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a
Sasha Jenkins1, Ruchika Goel, Dean S Morrell
1Department of Dermatology, University of North Carolina, Chapel Hill, North Carolina 27599-7287, USA.
Background:
The effectiveness of computer-assisted instruction is unproven.
Objective:
To evaluate the effectiveness of an online computerized dermatology module compared to traditional lecture-based teaching to medical students.
Methods:
Medical students were randomized to two groups. Group 1 of 37 students had access to a computer-based dermatology tutorial. Group 2 of 36 students attended a lecture on skin morphology, identical to the tutorial, given by a dermatology faculty member. The main outcome was the total number of correct answers on a multiple-choice morphologic terminology final examination. The mean number of questions answered correctly was 16.14 and 14.89 for group 1 and group 2, respectively.
Results:
Unpaired statistical t tests showed the difference in mean scores between the two groups to be 1.25 (95% confidence interval: -0.70 to 3.20, p value = .20).
Limitations:
The study was small, with a small amount of material, and was brief in duration.
Conclusions:
Within the limits of our study, computer-assisted instruction is at least as effective as traditional lecture teaching of dermatology morphology to medical students.
