Do computers teach better? A media comparison study for case-based teaching in radiology

A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twenty-five 3rd-year s tudents were randomly assigned to one of four groups and exposed to 10 radi ology cases as well as to a voluntary weekly radiology lecture. Group A use d computer-based cases with interactive elements; group B used computer-bas ed cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served a s a control group. On a multiple-choice question test, groups A, B, and C s howed significant improvement (+11.2%, +15.1%, and +13.0%, respectively), w hereas group D did not (+0.6%). On an image interpretation test, group A sh owed the most improvement (+15.7% [P < .001]), followed by group B (+15.1% [P <. 01]) and group C (+10.2% [P < .05]); group D showed no significant im provement (+8.5%). No significant differences in the learning outcome were found between the two interactive groups (computer based and paper based). Computer-based teaching with case studies (with or without interactivity) i mproves students' problem-solving ability in radiology.