Comparison of computer-assisted and seminar learning of electrocardiogram interpretation by third-year students

Fincher, R M; Abdulla, Adam; Sridharan, Marandapalli R.; Gullen, Warren H.; Edelsberg, J S; Henke, John S.

doi:10.1097/00001888-198708000-00015

Cited by 10 publications

(31 citation statements)

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“…Nine studies were conducted at a single centre, three studies at two centres and one study at more than two centres. Four studies were conducted in the USA,54–57 three in the UK,58–60 two in France61 62 and one each in China,63 Iran,64 India65 and Sweden 66. All the studies were published in English and included 1242 students and 86 residents in total.…”

Section: Resultsmentioning

confidence: 99%

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Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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ObjectivesIt remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence among medical students and residents.DesignThis systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.Data sourcesElectronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes for articles identified by the search.Eligibility criteriaStudies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents.Data extraction and synthesisTwo reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis.ResultsIn all studies, CAI was compared with face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, subanalyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence.ConclusionCAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning.PROSPERO registration numberCRD42017067054.

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Section: Resultsmentioning

confidence: 99%

“…All the studies were published in English and included 1242 students and 86 residents in total. Of the thirteen studies, eleven focused on undergraduate students,54–58 60 61 63–66 one on residents62 and one on both students and residents 59…”

Section: Resultsmentioning

confidence: 99%

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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“…Although other studies have noted an increase in test performance due to computer‐assisted instructions (Desch 1986), many studies fail to show an increase in test performance with computer‐based learning (Marion et al . 1982; Fincher et al . 1987; Garrett et al .…”

Section: Discussionmentioning

confidence: 99%

Computer-assisted instructions: a role in teaching human gross anatomy

Walsh

Bohn

1990

Medical Education

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Eight computer-assisted instructions were developed concerning selected topics in human gross anatomy. The computer lessons were designed to be very flexible in terms of the selection of material to be presented and make extensive use of colour graphics to explain the anatomy. Voluntary testing with immediate and cumulative feedback is incorporated into the lessons so that the users can evaluate their own progress in mastering the subject material. In an effort to assess the value of the computer lessons, the programs were provided to a volunteer group of 48 first-year medical students from a class of 151 students. At the completion of the gross anatomy course, the student users were requested to complete an anonymous questionnaire regarding their impressions of the value of the computer lessons. In addition, test performance on multiple choice examinations was compared between the users of the computer-assisted instructions and their non-user classmates. The responses in the questionnaires revealed a very positive attitude regarding the value and usefulness of the computer-assisted instructions in learning human gross anatomy. The overall rating of the programs on a scale of 1.0 to 10.0 was 1.8 +/- 1.0 with 1.0 representing 'extremely helpful' and 10.0 being 'of no value'. A comparison of test scores showed no significant difference in test performance between the users of the computer-assisted instructions and the non-users. The results of the study suggest that while the computer lessons provide neither an advantage nor a disadvantage in test performance as evaluated by a multiple choice examination, students perceive the computer-assisted instructions as valuable educational tools in mastering the subject of human gross anatomy. The potential role of the computer-assisted instructions in curriculum development is discussed.

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“…Educational effectiveness of computer-based teaching methods has been demonstrated with resident physicians 4 and with medical students. 8 Several publications have reported that CAI and traditional teaching methods are equally effective with medical students. 5 ' 8 In some studies, less time was required for students to cover material with CAI than with lectures.…”

Section: Discussionmentioning

confidence: 99%

Computer‐assisted instruction in aids infection control for physicians

Garrett

1990

Teaching and Learning in Medicine

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Comparison of computer-assisted and seminar learning of electrocardiogram interpretation by third-year students

Cited by 10 publications

References 0 publications

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

Computer-assisted instructions: a role in teaching human gross anatomy

Computer‐assisted instruction in aids infection control for physicians

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