Computer Aided Learning Versus Standard Lecture for Undergraduate Education in Urology

Seabra, Daniel; Srougi, Miguel; Baptista, Renato; Nesrallah, Luciano J.; Ortiz, Valdemar; Sigulem, Daniel

doi:10.1097/01.ju.0000114303.17198.37

Cited by 44 publications

(35 citation statements)

References 11 publications

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“…Our findings are in agreement with other published studies that use J AM ACAD DERMATOL VOLUME 59, NUMBER 2 multimedia teaching techniques for urology, surgical techniques, and neuroanatomy. 11,20,21 There are several possible reasons that our study showed no significant difference between teaching methods. The study only tested medical students on dermatology morphology visual recognition and appropriate use of terminology which was only a small part of the overall course.…”

Section: Discussionmentioning

confidence: 59%

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: A randomized control trial

Jenkins

Goel

Morrell

2008

Journal of the American Academy of Dermatology

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Section: Discussionmentioning

confidence: 59%

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: A randomized control trial

Jenkins

Goel

Morrell

2008

Journal of the American Academy of Dermatology

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“…Few randomised controlled trials have been performed in CAL medical education and many of those that have been performed look at small subunits of the overall medical corriculum[1] Of the trials that have been performed on CAL, the evidence suggests a high information assimilation rate among medical students[5,10-13] Seabra et al wanted to explore the outcome of replacing lectures completely with a CAL programme and demonstrated that computer aided learning could achieve similar results to standard lectures[14] Some evidence suggests that although the gain in knowledge is similar following computer or traditional instruction, the time required to achieve these similar results is less when the student uses the computer aided instruction[15]…”

Section: Discussionmentioning

confidence: 99%

Electronic learning can facilitate student performance in undergraduate surgical education: a prospective observational study

et al. 2005

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BackgroundOur institution recently introduced a novel internet accessible computer aided learning (iCAL) programme to complement existing surgical undergraduate teaching methods. On graduation of the first full cycle of undergraduate students to whom this resource was available we assessed the utility of this new teaching facility.MethodThe computer programme prospectively records usage of the system on an individual user basis. We evaluated the utilisation of the web-based programme and its impact on class ranking changes from an entry-test evaluation to an exit examination in surgery.Results74.4% of students were able to access iCAL from off-campus internet access. The majority of iCAL usage (64.6%) took place during working hours (08:00–18:00) with little usage on the weekend (21.1%). Working hours usage was positively associated with improvement in class rank (P = 0.025, n = 148) but out-of hours usage was not (P = 0.306). Usage during weekdays was associated with improved rank (P = 0.04), whereas weekend usage was not (P = 0.504). There were no significant differences in usage between genders (P = 0.3). Usage of the iCAL system was positively correlated with improvement in class rank from the entry to the exit examination (P = 0.046). Students with lower ranks on entry examination, were found to use the computer system more frequently (P = 0.01).ConclusionElectronic learning complements traditional teaching methods in undergraduate surgical teaching. Its is more frequently used by students achieving lower class ranking with traditional teaching methods, and this usage is associated with improvements in class ranking.

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“…Most papers described the use of technology in their medical school and few measured the impact of learning. The literature highlighted the feature of mobile learning as bridging distances, creating links, preventing feelings of isolation in students [5][6][7][8][9], and challenging faculty to develop skills to incorporate and troubleshoot technology on distributed sites and produce e-resources [9][10][11][12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning in a Rural Medical School: Feasibility and Educational Benefits in Campus and Clinical Settings

Nestel

Gray

et al. 2014

Journal of Biomedical Education

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Students in a new medical school were provided with laptops. This study explored the feasibility and educational benefits of mobile learning for two cohorts of students learning in two settings-university campus (first-year students) and rural clinical placements (second-year students). Evaluation involved questionnaires, focus groups (faculty and students), and document analysis. Descriptive statistics were computed. Focus groups were audio-recorded, transcribed, and analysed thematically. Response rates for questionnaires exceeded 84%. Compared with second-year students, significantly more first-year students (60%) took their laptops to campus daily ( = 0.14) and used their laptops for more hours each day ( = 0.031). All students used laptops most frequently to access the internet (85% and 97%) and applications (Microsoft Word (80% and 61%) and Microsoft PowerPoint (80% and 63%)). Focus groups with students revealed appreciation for the laptops but frustration with the initial software image. Focus groups with faculty identified enthusiasm for mobile learning but acknowledged its limitations. Physical infrastructure and information technology support influenced mobile learning. Document analysis revealed significant costs and issues with maintenance. If adequately resourced, mobile learning through university-issued laptops would be feasible and have educational benefits, including equitable access to learning resources, when and where they are needed. However, barriers remain for full implementation.

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Computer Aided Learning Versus Standard Lecture for Undergraduate Education in Urology

Abstract: According to this study computers and multimedia programs can be used for undergraduate education in urology, providing that direct contact with an instructor is concomitantly offered to students.

Cited by 44 publications

References 11 publications

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: A randomized control trial

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: A randomized control trial

Electronic learning can facilitate student performance in undergraduate surgical education: a prospective observational study

Mobile Learning in a Rural Medical School: Feasibility and Educational Benefits in Campus and Clinical Settings

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