A randomized, controlled, single-blind trial of teaching provided by a computer-based multimedia package versus lecture

Background Computer-based teaching may allow effective teaching of importan t psychiatric knowledge and skills. Aims To investigate the effectiveness and acceptability of computer-based t eaching. Method A single-blind, randomized, controlled study of 166 undergraduate me dical students at the University of Leeds, involving an educational interve ntion of either a structured lecture or a computer-based teaching package ( both of equal duration). Results There was no difference in knowledge between the groups at baseline or immediately after teaching. Both groups made significant gains in knowl edge after teaching. Students who attended the lecture rated their subjecti ve knowledge and skills at a statistically significantly higher level than students who had used the computers. Students who had used the computer pac kage scored higher on an objective measure of assessment skills. Students d id not perceive the computer package to be as useful as the traditional lec ture format, despite finding it easy to use and recommending its use to oth er students. Conclusions Medical students rate themselves subjectively as learning less from computer-based as compared with lecture-based teaching. Objective meas ures suggest equivalence in knowledge acquisition and significantly greater skills acquisition for computer-based teaching.