The Incremental Value of Internet-based Instruction as an Adjunct to Classroom Instruction: A Prospective Randomized Study.

Tufts University, Бостон, Georgia, United States
Academic Medicine (Impact Factor: 2.93). 10/2001; 76(10):1060-4. DOI: 10.1097/00001888-200110000-00018
Source: PubMed


Computer-based methods of instruction offer the possibility of helping medical students to learn clinical skills and professionalism. Without rigorous documentation of its pedagogic advantages, the utility of Internet-based teaching is not solidly grounded. The authors carried out a prospective, randomized study of educational outcomes, comparing a traditional classroom course in clinical ethics with the same course supplemented by Internet-based discussion.
Introduction to Clinical Ethics is a sophomore medical school course that teaches a specific method for analyzing clinical ethical problems. One sophomore class was randomly assigned to either classroom teaching alone (traditional group; n = 65) or classroom teaching supplemented with Internet-based discussions of cases illustrating ethical issues (Internet component group; n = 62). A final case analysis comprehensively evaluated students' understanding of the analytic method taught in the course. Grades for both groups on the final case analyses, which were rated by two external reviewers, were compared.
The students' understanding of ethical analysis, as measured by grades of external reviewers on the final paper, was significantly higher for those in the course with the Internet component than it was for those in the traditional course (3.0 +/- 0.6 and 2.6 +/- 0.7, respectively; p <.005).
The study documents the incremental value of Internet-based teaching of clinical ethics to sophomore medical students.

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Available from: Carol Lancaster, Oct 14, 2015
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    • "Medicine T NS 39 Blended learning IG : Web – based MCQ ' s CG : Textbook resource Lipman 2001 [ 41 ] Medicine E NS 130 Blended learning IG : Website , books CG : Books , discussions Lu 2009 [ 42 ] Nursing NS E 147 Blended learning IG : Lectures and interactive web – based course CG : lectures only Maag 2004 [ 43 ] Nursing NS NS NS 96 IG1 : Traditional learning IG2 : Blended learning IG3 : Blended learning IG1 : Text and image IG2 : Text and image and animation IG3 : Text , Image , Animation , and Interactivity CG : Text modules Mahnekn 2010 [ 44 ] Medicine NS 96 IG1 : Blended learning IG2 : Blended learning IG1 : eLearning , self IG2 : eLearning , mandatory CG : No access to eLearning Nkenke 2012 [ 48 ] Dentistry NS NS NS 42 Blended learning IG : Technology enhanced learning CG : Didactic lectures , PowerPoint presentation Nkenke 2012 [ 47 ] Dentistry NS 42 Blended learning IG : Spaced education CG : Lectures Ochoa 2008 [ 49 ] Medicine E NS Full eLearning IG : Web – based interactive program CG : Traditional text . Palmer 2008 [ 50 ] Medicine NS DNT 130 IG1 : "
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    ABSTRACT: Background Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals’ education. To inform policy–making, in online eLearning, we need to determine its effectiveness. Methods We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. Findings Fifty–nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. Conclusion The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies.
    Global journal of health science 06/2014; 4(1):010406. DOI:10.7189/jogh.04.010406
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    • "In particolare, dato il progressivo diffondersi anche nel contesto sanitario dell'uso delle tecnologie informatiche e della comunicazione (ICT) (Curran, 2000; Lipman, 2001), particolare attenzione è oggi rivolta all'uso delle tecniche e delle tecnologie "
    E-learning in Sanità, Edited by N.A. Piave, 04/2010: pages 43-61; Barbieri Editore, Manduria (TA).
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    • "Further, an improved awareness on the effects of attendance on performance will assist lecturers to structuring their courses effectively to enhance student performance (Pettigrew & Henley 2000). Previous findings have positively supported the effect of attendance on student performance (Gump 2004;Mckenzie & Schweitzer 2001; Lipman et al 2001; O'Malley & McCraw 2007). This led to the second hypothesis of this study: H2: A student's overall performance in a course will be positively correlated with increased class attendance The relationship between the dependant and independent variables investigated in this study can be depicted schematically (Figure 1): "
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    ABSTRACT: One of the problems faced by Australian academics in the 21st century is to facilitate learning with a changing profile of students, in bigger and bigger classes. As educators at tertiary institutions, our environment is undergoing major changes as increasingly business and commerce programs are offering courses either partially (Web enabled) or totally (Web exclusive) online. This study has developed an important model allowing the prediction of students' overall results and indicates that a student's final grade is dependant, in part, on accessing the study materials and study tools available to them via WebCT and attending face-to-face tutorials.
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