An experiment comparing computer-assisted instruction with lecture presentation in physiology

Thies, Roger; Harless, William G.; Lucas, Nancy C.; Jacobson, Eric

doi:10.1097/00001888-196912000-00007

Cited by 3 publications

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“…Since CAI and lecture instruction were respecting the same objectives, using the same contents and illustrations and moreover were both permitting in their fashion an interaction between teacher and learner we do not think that the CAI was generating in the learners attitudes that our tests were not able to explore. The superiority of CAI when compared to traditional lecture stems from other factors which are: rapidity, accessibility, practicability, quality control as pointed out by others (De Dombal et al ., 1969; Mayer & Berton, 1974; Thies et al ., 1969). Thus, the present study revealed that CAI has a place within other methods of retraining in medical education.…”

Section: Discussionmentioning

confidence: 99%

Computer assisted instruction for retraining family doctors in hypertension and hyperlipoproteinemia

et al. 1979

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In an attempt to retrain family doctors in hypertension and hyperlipoproteinemia, computer assisted instruction (CAI) was assessed in fourteen doctors (Group 1) and its efficiency was compared to that of traditional lectures given to twenty-one doctors (Group 2). The same objectives, contents and illustrations were used in both teaching approaches. There was no significant difference for age, year of graduation and type of practice in the two groups. Comparison between pre-test and immediate post-test revealed a significant gain of knowledge for hyperlipoproteinemia (group 1, 33% and group 2, 22%) and hypertension (group 1, 16% and Group 2, 19%). A year later a similar post-test was done in both groups, and no significant difference was found between this late post-test and the pre-test. CAI applied to family doctors is as efficient for learning as traditional lectures, and both approaches failed to show retention of knowledge after one year. This is perhaps the result of having selected instructional objectives of theoretical more than practical value.

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Section: Discussionmentioning

confidence: 99%