Computer Instruction in Learning Concepts of Streptococcal Pharyngitis

Hilger, Anthony E.; Hamrick, Harvey J.; Denny, Floyd W.

doi:10.1001/archpedi.1996.02170310063011

Cited by 17 publications

(19 citation statements)

References 9 publications

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“…The results of our study were not entirely consistent with those from experiments performed using software programs as alternative 19–23 or supplementary instruments 11 , 24–26 to conventional teaching methods. The populations in these experiments had previous knowledge of the learning topics before the test.…”

Section: Discussioncontrasting

confidence: 97%

Does computer-assisted instruction really help to improve the learning process?

et al. 2001

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Section: Discussioncontrasting

confidence: 97%

Does computer-assisted instruction really help to improve the learning process?

et al. 2001

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“…We included 44 publications representing 56 interventions comparing blended learning with nonblended learning published from 1991 to 2014 that covered 6110 health profession participants [ 16 , 19 - 21 , 25 , 26 , 28 , 29 , 63 , 66 - 100 ]. There was 1 pre-posttest one-group intervention, 27 posttest-only two-group interventions, and 28 pre-posttest two-group interventions.…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis

Liu¹,

Peng²,

Zhang³

et al. 2016

J Med Internet Res

536

366

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BackgroundBlended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions.ObjectiveWe aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. We also aimed to explore factors that could explain differences in learning effects across study designs, participants, country socioeconomic status, intervention durations, randomization, and quality score for each of these questions.MethodsWe conducted a search of citations in Medline, CINAHL, Science Direct, Ovid Embase, Web of Science, CENTRAL, and ERIC through September 2014. Studies in any language that compared blended learning with no intervention or nonblended learning among health professional learners and assessed knowledge acquisition were included. Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment).ResultsWe identified 56 eligible articles. Heterogeneity across studies was large (I2 ≥93.3) in all analyses. For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. For studies comparing blended learning with nonblended learning (pure e-learning or pure traditional face-to-face learning), the pooled effect size was 0.81 (95% CI 0.57-1.05; P<.001; n=56 interventions), and exclusion of any single study did not change the overall result. Although significant publication bias was found, the trim and fill method showed that the effect size changed to 0.26 (95% CI -0.01 to 0.54) after adjustment. In the subgroup analyses, pre-posttest study design, presence of exercises, and objective outcome assessment yielded larger effect sizes.ConclusionsBlended learning appears to have a consistent positive effect in comparison with no intervention, and to be more effective than or at least as effective as nonblended instruction for knowledge acquisition in health professions. Due to the large heterogeneity, the conclusion should be treated with caution.

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“…Computer-assisted instruction has become common in many medical schools. Use of computers as adjuncts to teaching varies widely, including methods such as extensive and detailed multimedia textbooks, 5 short interactive units that focus on specific topics, 6 videodiscs and other media, 7 nonbranching tutorials that are used in lieu of required reading and lectures, 8 and many others. Computer instruction can provide repeated practice, immediate feed-back, and suggested remediation for students.…”

Section: Discussionmentioning

confidence: 99%