Evaluating computer-assisted learning for common pediatric emergency procedures.

Abstract:

OBJECTIVE:To develop a computer-assisted learning (CAL) model and evaluate its effectiveness in improving medical trainees' knowledge of pediatric emergency procedures. METHODS:Three common pediatric emergency procedures were selected: laceration repair, splinting of fractures, and lumbar puncture. Web-based computerized tutorials were developed using digital images, short video clips, and instructional text. The tutorials focused on indications/contraindications of procedure, steps of the procedure, and materials needed. A 20-item multiple-choice examination was developed to test content covered in the tutorials. Twenty-three, third- and fourth-year medical students were randomly assigned to the CAL group or the nonintervention group. The 20-item multiple-choice examination was given to the trainee either before or after completion of the tutorials, based on group assignment. Both groups completed demographic information forms. RESULTS:The 13 students in the intervention group had a significantly higher average examination score, 16.3 (81.5%) (SD, 2.68), compared with the average score of the nonintervention group, 10.9 (54.5%) (SD, 1.37) (Wilcoxon test P = 0.00001). There was no significant difference between the 2 groups. CONCLUSION:The CAL model improves students' knowledge of emergency procedures. This model can be used as an adjuvant to traditional teaching of emergency procedures. Strategies for their optimal use need to be explored and evaluated.

journal_name

Pediatr Emerg Care

journal_title

Pediatric emergency care

authors

Ricks C,Ratnapalan S,Jain S,Tait G

doi

10.1097/PEC.0b013e31816ecb5c

subject

Has Abstract

pub_date

2008-05-01 00:00:00

pages

284-6

issue

5

eissn

0749-5161

issn

1535-1815

pii

00006565-200805000-00002

journal_volume

24

pub_type

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