Ds. Bell et al., Self-study from web-based and printed guideline materials - A randomized, controlled trial among resident physicians, ANN INT MED, 132(12), 2000, pp. 938
Citations number
37
Categorie Soggetti
General & Internal Medicine","Medical Research General Topics
Background: On-line physician education is increasing, but its efficacy in
comparison with existing self-study methods is unknown.
Objective: To compare knowledge, learning efficiency, and learner satisfact
ion produced by self-study of World Wide Web-based and print-based guidelin
es for care after acute myocardial infarction.
Design: Randomized, controlled trial.
Setting: 12 family medicine and internal medicine residency programs at fou
r universities.
Participants: 162 residents.
Interventions: In proctored sessions, participants were randomly assigned t
o study from printed materials or from SAGE (Self-Study Acceleration with G
raphic Evidence), a Web-based tutorial system. Both methods used identical
self-assessment questions and answers and guideline text, but SAGE featured
hyperlinks to specific guideline passages and graphic evidence animations.
Measurements: Scores on multiple-choice knowledge tests, score gain per uni
t of study time, and ratings on a learner satisfaction scale.
Results: Immediate post-test scores on a 20-point scale were similar in the
SAGE and control groups (median score, 15.0 compared with 14.5; P > 0.2),
but SAGE users spent less time studying (median, 27.0 compared with 38.5 mi
nutes; P < 0.001) and therefore had greater learning efficiency (median sco
re gain, 8.6 compared with 6.7 points per hour; P = 0.04). On a scale of 5
to 20, SAGE users were more satisfied with learning (median rating, 17.0 co
mpared with 15.0; P < 0.001). After 4 to 6 months, knowledge had decreased
to the same extent in the SAGE and control groups (median score, 12.0 compa
red with 11.0; P = 0.12).
Conclusions: On-line tutorials may produce greater learning efficiency and
satisfaction than print materials do, but one self-study exposure may be in
sufficient for long-term knowledge retention. Further research is needed to
identify instructional features that motivate greater final learning and r
etention.