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Novel educational approach for medical students: improved retention rates using interactive medical software compared with traditional lecture-based format.

Abstract：

BACKGROUND:Mannequin and computer-based simulators are useful for the practice of patient management, physical procedures, and competency. However, they are ineffective in teaching clinical medicine. StepStone Interactive Medical Software (SS) is a web-based medical learning modality that provides the user with a highly focused set of evaluative and interventional tasks to treat memorable virtual patients in a visual case-based format. OBJECTIVE:To determine whether the SS learning modality is superior to traditional lecture format in medical student learning and retention. METHODS:After Institutional Review Board (IRB) approval was obtained and the consents were signed, 30 third-year medical students were assigned randomly to 2 groups of 15 students each: The control group received two 30-minute PowerPoint lectures (Microsoft Corporation, Redmond, Washington) about torsades de pointes (TdP) and pulseless electrical activity (PEA), and the SS group was given 1 hour to review 2 SS cases teaching TdP and PEA. A preintervention test was given to assess their baseline knowledge. An immediate postintervention test was given to both groups. Twenty-two days later, a long-term retention test was administered. The results were analyzed using a Student t test for continuous variables. RESULTS:The mean scores for the preintervention test in the control and SS groups were 44.9 ± 3% and 44.1 ± 2%, respectively (p = 0.41). The mean scores for the postintervention test in the control and SS groups were 61.7 ± 2% and 86.7 ± 2%, respectively (p < 0.001). Improvement from baseline knowledge was calculated, and the mean improvement was 16.8 ± 3% in the control group and 42.5 ± 2% in the SS group (p < 0.001). The long-term retention test revealed the mean scores of 55.8 ± 3% in the control group and 70.1 ± 3% in the SS group (p < 0.001). Long-term improvement from baseline knowledge was calculated and the control group improved by 10.9 ± 4%, whereas the SS group improved by 26 ± 3% (p = 0.002). CONCLUSIONS:The SS learning modality demonstrated a significant improvement in student learning retention compared to traditional didactic lecture format. SS is an effective web-based medical education tool.

journal_name

J Surg Educ

journal_title

Journal of surgical education

authors

Subramanian A,Timberlake M,Mittakanti H,Lara M,Brandt ML

doi

10.1016/j.jsurg.2012.05.013

subject

Has Abstract

pub_date

2012-07-01 00:00:00

pages

449-52

issue

eissn

1931-7204

issn

1878-7452

pii

S1931-7204(12)00138-9

journal_volume

pub_type

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Novel educational approach for medical students: improved retention rates using interactive medical software compared with traditional lecture-based format.