title: Multimedia-driven teaching significantly improves students' performance when compared with a print medium.
abstract: BACKGROUND
  In this study, we compared the educational value of a multimedia module about aortic valve replacement as a preparation for the operating room with a print medium of identical content.
  
  
  METHODS
  One hundred twenty-six students were randomly assigned in a prospective study to either use the multimedia course (n = 69) or a print version (n = 57). A 20-item multiple-choice test was performed before and after learning with the respective medium. Both groups participated in an operation during which they were evaluated with 28 standardized tasks and questions. Individual motivation, computer literacy, and didactic quality of both media were assessed with psychometric tests.
  
  
  RESULTS
  There were no significant differences in the multiple-choice pretest (multimedia, 30.6% +/- 12.4% versus print, 27.9% +/- 11.4%) and posttest responses (multimedia, 76.7% +/- 13.3% versus print, 76.9% +/- 11.1). Mean percentage of correct answers during the operation was 82.9% +/- 10% in the online group and 64.7% +/- 12% in the print group (p < 0.0001). The multimedia group needed significantly (p < 0.001) less study time (105 +/- 24 minutes) when compared with the text group (122 +/- 30 minutes). There were no statistically significant differences in motivation, computer literacy, and didactic quality of either medium.
  
  
  CONCLUSIONS
  Regarding factual knowledge, there is no difference between multimedia-driven learning and a print medium. During heart operations, when understanding of complex temporal and spatial events is essential, students' performance is significantly improved by multimedia-enhanced teaching. The latter further proved to be more efficient in terms of study time.
authors.affiliation: Department of Heart Surgery, University Hospital of Ulm, Ulm, Germany. reinhard.friedl@medizin.uni-ulm.de
authors.forename: Reinhard
authors.initials: R
authors.lastname: Friedl
authors.forename: Helmut
authors.initials: H
authors.lastname: Höppler
authors.forename: Karl
authors.initials: K
authors.lastname: Ecard
authors.forename: Wilfried
authors.initials: W
authors.lastname: Scholz
authors.forename: Andreas
authors.initials: A
authors.lastname: Hannekum
authors.forename: Wolfgang
authors.initials: W
authors.lastname: Ochsner
authors.forename: Sylvia
authors.initials: S
authors.lastname: Stracke
mesh_terms: D000328:Adult; D005260:Female; D019918:Heart Valve Prosthesis Implantation / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D008297:Male; D019212:Multimedia; D011446:Prospective Studies; D011594:Psychometrics; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D013903:Thoracic Surgery / Q000193:education*