Self-instruction in general pathology by means of tape slide presentations

Objectives To determine the strength of study design and outcomes in literature describing pathology education for medical students. Methods A search was conducted for articles related to pathology education published over 45 years describing an educational intervention. The primary data collected included phase of education, domain of objectives, number of learners and institutions, type of intervention, use of a comparison/control group, randomization, and strength of statistical analysis. Results Of 655 articles, 54 (8%) met inclusion criteria. The majority (65%) reported experiences of 100 learners or fewer, and only one was multi-institutional. Only 46% used a comparison/control group. Statistical significance of results was not reported in 39%. None examined outcomes at a point distant from the educational intervention. Conclusions Most studies describing pathology educational interventions are not of strong experimental design. Consumers of educational research should be cognizant of these potential weaknesses in educational studies.

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Improving Outcomes

McBrien

Bailey

Ryder

et al. 2019

American Journal of Clinical Pathology

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Audiotape–slide teaching

Parbrook

1976

Anaesthesia

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The value of self‐test items in tape‐slide instruction

Jones

1976

Medical Education

Self Cite

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Summary Two tape‐slide sequences in general pathology were used in an experiment to assess the value of self‐test items and to determine whether it is better to intersperse the self‐test items in the programme or place them all at the end of the sequence. The programmes were presented to a random sample of thirty‐six students from a class of 149 in one of three forms: version 1, tape‐slide programme without self‐test items; version 2, tape‐slide programme with self‐test items interspersed between sections of the sequence; and version 3, tape‐slide programme with all self‐test items at the end of the sequence. Each student worked a pre‐test before studying versions 1, 2 or 3 of a programme. A week later they worked through the post‐test which was identical to the pre‐test. At the same time they filled in a short attitude questionnaire on the teaching method. All students learned from the programmes. There was improvement in the post‐test on the mean pretest scores for all versions of both programmes. For one programme there was no significant difference between the mean post‐test scores for students studying versions 1, 2 or 3, but for the other programme there was a significant difference between the versions. In this case the inclusion of self‐test items was better for learning than no self‐test items, and it was better if the self‐test items were placed at the end of the sequence. A highly favourable attitude to the method is reported.

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Self-instruction in general pathology by means of tape slide presentations

Cited by 5 publications

References 5 publications

Improving Outcomes

Improving Outcomes

Audiotape–slide teaching

The value of self‐test items in tape‐slide instruction

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