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Comparison of a computer tutorial with other methods for teaching well-newborn care
L W Desch1, M T Esquivel, S K Anderson
1Department of Child Health (Pediatrics), University of Missouri-Columbia School of Medicine.
American Journal of Diseases of Children (1960)
|November 1, 1991
Summary
Computer-assisted instruction effectively teaches medical students well-newborn care. This method proved as effective as traditional reading but required significantly less study time for improved posttest scores.
Area of Science:
- Medical Education
- Pediatrics
- Health Informatics
Background:
- Traditional medical education relies on lectures and readings.
- Evaluating novel instructional methods is crucial for effective knowledge transfer.
- Computer-assisted instruction (CAI) offers a potential alternative for medical training.
Purpose of the Study:
- To assess the acceptability and effectiveness of a CAI program for teaching well-newborn care.
- To compare CAI with traditional reading assignments in medical student education.
- To evaluate the time efficiency of CAI for medical trainees.
Main Methods:
- Third-year medical students were divided into three groups: control, reading assignment, and CAI tutorial.
- A pretest and posttest design was used to measure knowledge acquisition.
- Student performance and time spent on educational tasks were recorded.
Main Results:
- Both the reading and CAI groups showed significant improvement compared to the control group.
- No significant difference in knowledge gain was found between the reading and CAI groups.
- The CAI group completed their educational module in significantly less time than the reading group.
Conclusions:
- Computer-assisted instruction is a feasible and effective tool for medical student education in well-newborn care.
- CAI offers a time-efficient alternative to traditional reading materials for medical training.
- This study supports the integration of CAI into pediatric medical curricula.