Comparing live lecture, internet-based & computer-based instruction: A randomized controlled trial.

Area of Science:

• Medical Education
• Digital Learning Technologies
• Pathophysiology

Background:

• Traditional lectures are a common medical education method.
• Evaluating digital alternatives like computer-based and internet-based instruction is crucial for identifying optimal teaching practices.
• This study focuses on the pathophysiology of hematology and oncology.

Purpose of the Study:

• To compare the effectiveness of traditional lectures, computer-based learning, and interactive internet-based learning.
• To assess medical students' knowledge acquisition and satisfaction across different instructional methods.
• To determine the best teaching practice for specific medical subjects.

Main Methods:

• Eighty-four medical students were randomized into three groups: lecture, computer-based, and interactive internet-based.
• An identical instructor delivered content using all three methods.
• Knowledge was assessed using pre- and post-tests, and satisfaction was measured with a 5-point Likert scale.

Main Results:

• Students reported significantly higher satisfaction with interactive internet-based learning (p=0.05).
• All groups showed significant knowledge improvement from pre- to post-tests (p=0.000).
• Analysis of Covariance (ANCOVA) revealed significantly higher knowledge acquisition in the interactive internet-based group (p=0.026).

Conclusions:

• Interactive internet-based instruction, despite being resource-intensive, enhances both knowledge acquisition and student satisfaction.
• This method is recommended for integration into medical curricula for teaching complex subjects like hematology and oncology pathophysiology.
• Digital learning strategies offer a promising avenue for improving medical education outcomes.