Comparing computer-assisted learning activities for learning clinical neuroscience: a randomized control trial | JoVE Visualize

Area of Science:

Medical Education
Neuroscience Education
Digital Learning Technologies

Background:

Computer-assisted learning (CAL) shows potential for enhancing medical education, particularly in neuroscience.
Interactive electronic modules (eModules) and text-based resources are common CAL formats.
Optimal implementation strategies for CAL in medical education remain unclear.

Purpose of the Study:

To compare the learning perceptions and efficacy of an interactive e-module versus a Wikipedia-like webpage for teaching clinical neuroscience.
To assess the impact of interactivity on student engagement, enjoyment, and perceived usefulness.
To evaluate the effect on knowledge retention over an eight-week period.

Main Methods:

A randomized controlled trial comparing an interactive e-module with a non-interactive Wikipedia-like page.
Participants (32 medical students) engaged in their assigned learning activity for approximately 30 minutes.
Outcomes measured included perceived enjoyability, engagement, usefulness (Likert scale), and knowledge retention via immediate and delayed quizzes.

Main Results:

The e-module was rated significantly higher for engagement (p=0.0005), usefulness (p=0.01), and enjoyability (p=0.001) due to interactivity and clinical cases.
No significant difference in immediate post-learning quiz scores (86% vs 85%) or eight-week delayed quiz scores (71% vs 68%) between the e-module and Wikipedia groups.
Both groups showed a significant decline in knowledge scores from immediate to delayed recall (-16% for e-module, -17% for Wikipedia).

Conclusions:

While interactive e-modules increase student satisfaction in neuroscience education, they do not yield superior learning efficacy compared to static, content-matched resources.
Passive learning resources can be as effective as interactive ones for knowledge acquisition in this context.
Educators should conduct cost-benefit analyses of e-modules, considering their motivational benefits for self-directed learners against comparable learning outcomes from simpler resources.