A Multi-Institutional Randomized Controlled Trial of Adjuvant Web-Based Teaching to Medical Students

Kerfoot, B. Price; Baker, Harley; Jackson, T. L.; Hulbert, William C.; Federman, Daniel D.; Oates, Robert D.; DeWolf, William C.

doi:10.1097/00001888-200603000-00004

Cited by 79 publications

(57 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…34 Multiple studies have demonstrated improved learning efficiency and knowledge retention using spaced education in surgical residencies and undergraduate medical education when material was delivered over months to years. 22,23,[25][26][27]35,36 Our study showed the utility of spaced education over a month-long rotation. Considerable attrition may have played a role in our inability to detect a significant difference in test performance at the 3-month follow up.…”

Section: Discussionmentioning

confidence: 57%

A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation

House

Monuteaux

Nagler

2017

AEM Education and Training

View full text Add to dashboard Cite

Objective: Spacing of educational material over time has been shown to improve learning efficiency and long-term knowledge retention. We evaluated the impact of adding a spaced education curriculum to a month-long pediatric rotation.Methods: This was a randomized controlled educational intervention trial of residents on a rotation in a pediatric emergency department. Participants were randomized to the standard curriculum or the standard curriculum with integrated spaced education. The intervention used an automated platform to electronically deliver questions to user e-mail or mobile devices and provided instant feedback. Our primary outcome was proportion of correctly answered questions following the rotation. Our secondary outcomes included test performance at 3 months, change in clinical confidence, and satisfaction with the spaced learning. Learner opinion of the platform was assessed by postrotation survey.Results: Of 194 eligible trainees, 122 were enrolled and randomized. A total of 107 of the enrolled residents (88%) completed the immediate postrotation assessment, 48 of whom received spaced education. Sixty residents completed the 3-month follow-up. There were no differences between the control and intervention groups in baseline knowledge. The intervention group performed better than the control group on the postrotation assessment (mean difference = 5.4%, 95% confidence interval = 0.1-10.7) when controlled for didactic attendance and clinical exposure. Change in confidence did not differ between groups. Eighty-seven percent of spaced education learners would participate in a similar model in the future. Conclusion:Spaced education during a pediatric emergency medicine rotation is an effective adjunct to a standard curriculum. Participants showed improvement on postrotation knowledge performance and enjoyed this educational approach.T he standard residency education prescribed by the Accreditation Council for Graduate Medical Education (ACGME) incorporates bedside teaching and didactic curricula.1-3 Studies capturing resident experience have shown gaps in clinical exposure.4-10 Many training programs incorporate simulation and online modules to standardize exposure. [11][12][13][14][15][16][17][18][19][20] Web-based modules and lectures can supplement clinical experience, most effectively when used in conjunction with face-to-face instruction. 21 An alternative strategy is the use of spaced education, which is the interval presentation of educational material over a prescribed period of time. Studies of surgical residents and medical students have demonstrated that spaced education initiatives spanning months to years improve learning efficiency and longterm knowledge retention. [22][23][24][25][26][27][28] Web-based spaced education may be an effective approach for residents on an emergency medicine rotation with asynchronous clinical schedules.

show abstract

Section: Discussionmentioning

confidence: 57%

A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation

House

Monuteaux

Nagler

2017

AEM Education and Training

View full text Add to dashboard Cite

show abstract

“…The largest of these 5 studies was conducted by Kerfoot et al, 18 who evaluated the effect of web-based urological cases on the knowledge of 286 medical students across 4 medical schools in the USA. Students were randomized to 2 cohorts: cohort "A" received web-based instruction on 2 urological topics through a case whereas cohort "B" received web-based instruction on the 2 other urological topics.…”

Section: Study Characteristics and Results Synthesismentioning

confidence: 99%

e-Learning in Surgical Education: A Systematic Review

Jayakumar

Khan

Ahmed

2015

Journal of Surgical Education

163

116

View full text Add to dashboard Cite

“…Preferably, the study also includes a ''control'' group of randomly selected students who do not attend the course, to control for possible learning of the subject matter outside the classroom (e.g., Rickard et al 1988). Alternatively, two types of educational interventions (e.g., a traditional and an innovative course) are compared for long-term knowledge retention (e.g., Holcomb et al 1982;Kerfoot et al 2006;Sinclair 1965). At course completion, all participants are posttested.…”

Section: Laboratory Experimentsmentioning

confidence: 99%

Long-term retention of basic science knowledge: a review study

Custers

2010

Adv in Health Sci Educ

374

291

View full text Add to dashboard Cite

In this paper, a review of long-term retention of basic science knowledge is presented. First, it is argued that retention of this knowledge has been a long-standing problem in medical education. Next, three types of studies are described that are employed in the literature to investigate long-term retention of knowledge in general. Subsequently, first the results of retention studies in general education are presented, followed by those of studies of basic science knowledge in medical education. The results of the review, in the general educational domain as well as in medical education, suggest that approximately two-third to three-fourth of knowledge will be retained after one year, with a further decrease to slightly below fifty percent in the next year. Finally, some recommendations are made for instructional strategies in curricula to improve long term retention of the subject matter dealt with.

show abstract

A Multi-Institutional Randomized Controlled Trial of Adjuvant Web-Based Teaching to Medical Students

Abstract: This randomized controlled trial provides Class I evidence that Web-based teaching as an adjunct to clinical experiences can significantly and durably improve medical students' learning.

Cited by 79 publications

References 19 publications

A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation

A Randomized Educational Interventional Trial of Spaced Education During a Pediatric Rotation

e-Learning in Surgical Education: A Systematic Review

Long-term retention of basic science knowledge: a review study

Contact Info

Product

Resources

About