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Related Concept Videos

Randomized Experiments01:13

Randomized Experiments

The randomization process involves assigning study participants randomly to experimental or control groups based on their probability of being equally assigned. Randomization is meant to eliminate selection bias and balance known and unknown confounding factors so that the control group is similar to the treatment group as much as possible. A computer program and a random number generator can be used to assign participants to groups in a way that minimizes bias.
Simple randomization
Simple...
Bioequivalence Experimental Study Designs: Completely Randomized and Randomized Block Designs01:20

Bioequivalence Experimental Study Designs: Completely Randomized and Randomized Block Designs

Bioequivalence experimental study designs are crucial methodologies used in evaluating and comparing the bioavailability of different drug products. These designs are categorized into various types: completely randomized, randomized block, repeated measures, cross and carry-over, and Latin square designs.Completely randomized designs involve randomly allocating treatments to all subjects participating in the experiment. This allocation is achieved by assigning unique random numbers to subjects...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Blind Procedures02:07

Blind Procedures

Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...

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Related Experiment Video

Updated: Jun 26, 2026

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
06:28

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

Published on: August 1, 2019

Optimal sequencing of bedside teaching and computer-based learning: a randomised trial.

Peter Hull1, Adnan Chaudry, Anna Prasthofer

  • 1Department of Trauma and Orthopaedics, Worcestershire Royal Infirmary, Worcester, UK. peterhull@doctors.org.uk

Medical Education
|January 24, 2009
PubMed
Summary

Computer-based learning (CBL) followed by bedside teaching (BT) significantly improved medical student scores. Students preferred CBL before BT, though they favored traditional BT over CBL alone.

Related Experiment Videos

Last Updated: Jun 26, 2026

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
06:28

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

Published on: August 1, 2019

Area of Science:

  • Medical Education
  • Educational Technology

Background:

  • Traditional bedside teaching (BT) is a cornerstone of clinical education.
  • Computer-based learning (CBL) offers a flexible alternative for medical training.

Purpose of the Study:

  • To determine the optimal sequence of BT and CBL for medical students.
  • To assess student preferences for BT and CBL delivery order.

Main Methods:

  • 28 medical students were randomized into two groups.
  • Group 1: BT then CBL; Group 2: CBL then BT.
  • Objective structured clinical examinations (OSCEs) and questionnaires assessed learning and preferences.

Main Results:

  • No significant difference in initial OSCE scores between groups.
  • Group 2 (CBL then BT) showed significantly better score improvement (P=0.038).
  • 92% preferred BT over CBL alone; 88% preferred CBL before BT.

Conclusions:

  • Computer-based learning is most effective when preceding bedside teaching.
  • Students prefer bedside teaching when offered exclusively.
  • When both methods are available, students prefer a CBL-first approach.