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Computer-based learning versus practical course in pre-clinical education: acceptance and knowledge retention
1Institute of Biochemistry and Molecular Biology I, Medical Department of the Heinrich-Heine-University of Düsseldorf, Düsseldorf, Germany. kroencke@uni-duesseldorf.de
Medical Teacher
|April 29, 2010
Summary
Medical students preferred a computer-based practical course (CPC) over traditional lab experiments. The CPC also led to significantly better knowledge retention in preclinical biochemistry education.
Area of Science:
- Medical Education
- Biochemistry
- Computer-Based Learning
Background:
- Computer-based learning (CBL) offers a viable tool for achieving educational objectives when properly designed.
- Traditional laboratory experiments are a cornerstone of preclinical medical education.
Purpose of the Study:
- To compare student acceptance and effectiveness of a tutored computer-based practical course (CPC) versus a traditional biochemical laboratory experiment.
- To evaluate the suitability of CPCs as a substitute for physical laboratory work in medical training.
Main Methods:
- Quasi-randomized study design involving two cohorts of second-year medical students.
- Students participated in either a CPC or a traditional laboratory experiment.
- Perceptions were assessed via questionnaires, and knowledge retention was measured using post-tests.
Main Results:
- Students reported significantly higher satisfaction with the CPC compared to the laboratory experiment.
- Knowledge retention was statistically significantly greater in the CPC group.
- The CPC was highly rated by students.
Conclusions:
- Computer-based practical courses can effectively achieve learning objectives for basic biochemical knowledge.
- Medical students find CPCs to be an acceptable alternative to traditional laboratory experiments.
- CPCs show promise for enhancing preclinical medical education.
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