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Long-term retention of a 3-dimensional educational computer model of the larynx: a follow-up study
Dieter Fritz1, Amanda Hu, Tim Wilson
1Department of Otolaryngology-Head and Neck Surgery, University of Western Ontario, London, Canada.
Objectives:
To determine the long-term retention of a 3-dimentional (3-D) educational computer model of the larynx to teach laryngeal anatomy and to compare it with standard written instruction (SWI).
Design:
Prospective randomized controlled trial.
Setting:
University education program.
Participants:
One hundred health care students.
Interventions:
For short-term assessment, 50 students were randomized to the 3-D model and 50 to SWI and were tested using a 20-question laryngeal test. Six months later, the same students were invited to retake the laryngeal anatomy test to examine long-term retention.
Main Outcome Measure:
The score on a 20-item Web-based test that assessed the students' level of knowledge of laryngeal anatomy approximately 6 months after their initial exposure to the laryngeal anatomy teaching intervention.
Results:
Sixty-two students retook the test: 3-D (n = 30) and SWI (n = 32). No significant difference was noted in mean scores (P = .54) and change in scores (P = .59) between short- and long-term retention on the laryngeal anatomy test. There was a trend toward an increase in 3-D scores in both groups (P = .07) and a significant increase in 3-D scores in the 3-D group only (P = .049).
Conclusions:
A low-fidelity model (SWI) is just as effective as a high-fidelity model (3-D) in teaching laryngeal anatomy. The acquired knowledge from either educational intervention may last up to 6 months for long-term retention. This study is one of the few in medical education to examine long-term retention.
