Interactive computer-assisted instruction vs. lecture format in dental education.
OBJECTIVE
The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences.


METHODS
Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05).


RESULTS
There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.
Howerton
W Bruce
WB
Department of Diagnostic Sciences and General Dentistry, University of North Carolina School of Dentistry, Chapel Hill, USA.
Enrique
Platin R T
PR
Ludlow
John B
JB
Tyndall
Donald A
DA
D000704:Analysis of Variance; D016251:CD-ROM; D003194:Computer-Assisted Instruction; D004497:Education, Dental / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D019212:Multimedia; D009657:North Carolina; D011871:Radiology / Q000193:education*; D012984:Software; D018709:Statistics, Nonparametric; D013335:Students, Dental / Q000523:psychology; D013663:Teaching / Q000379:methods*