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A comparison of educational interventions. Multimedia textbook, standard lecture, and printed textbook
D M Santer1, V E Michaelsen, W E Erkonen
1Department of Pediatrics, Northwestern University Medical School, Children's Memorial Hospital, Chicago, Ill.
Objective:
To compare the instructional effectiveness and efficiency of a pediatric multimedia textbook (MMTB) with that of a standard lecture and of a printed textbook in a prospective, interinstitutional study.
Design:
Randomized, prospective cohort.
Settings:
An urban and a rural medical school affiliated with tertiary care hospitals.
Population:
Third- and fourth-year medical students from June 1992 to June 1993. INTERVENTIONS/OUTCOME MEASURES: Students were randomized to one of four treatment groups: (1) computer-aided instruction with MMTBs (n = 39), (2) traditional lecture (n = 39), (3) printed textbook (n = 39), or (4) a control group (n = 62). Only the control group was pretested. Following their randomized instruction, all groups were tested via a 26-question multiple-choice test. Statistical analysis was accomplished by analysis of variance of mean post-test scores. The amount of time that students spent with each educational intervention was recorded.
Results:
Three hundred two students were eligible for the study, 267 entered the study, and 179 completed the study. The instructional effectiveness of the MMTB was greater than that of the lecture (P < .05), and it was the same as that of the printed textbook. All instructional methods were more effective than the control group (P < .05). The instructional efficiency of the MMTB was equal to that of the lecture and of the printed textbook. The subjective response to the MMTB instruction was positive.
Conclusion:
The MMTBs constitute an educationally sound alternative instructional method and have a promising future in medical education.