Abstract
Objective: This study was undertaken to assess the impact of interactive, computer-based versus conventional, paper-based format in student, resident, and fellow learning and retention of anatomy knowledge. Study design: Randomized longitudinal cohort design with scores repeated as pre-, post-, and follow-up tests. Subjects were randomly assigned to an anatomy module in computer-based (CD-ROM) format and 1 in paper-based format. A follow-up examination was administered 3 weeks after the posttest to evaluate retention of knowledge. Tests results were analyzed by using Student t tests and analysis of variance. Results: Thirty-nine subjects completed all testing. Regardless of instructional method, pretest to posttest scores improved (P < .01), and posttest to follow-up test scores decreased among all levels of training (P < .01). Student satisfaction was highest with CD-ROM format. Conclusion: Improvement and retention of anatomy knowledge was not significantly different when comparing a new CD-ROM interactive approach with a traditional paper-based method.
Original language | English (US) |
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Pages (from-to) | 1438-1443 |
Number of pages | 6 |
Journal | American journal of obstetrics and gynecology |
Volume | 195 |
Issue number | 5 |
DOIs | |
State | Published - Nov 2006 |
Keywords
- Computer-based education
- Interactive teaching
- Pelvic anatomy
ASJC Scopus subject areas
- Obstetrics and Gynecology