A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy.
OBJECTIVE
This study was undertaken to assess the impact of interactive, computer-based versus conventional, paper-based format in student, resident, and fellow learning and retention of anatomy knowledge.


METHODS
Randomized longitudinal cohort design with scores repeated as pre-, post-, and follow-up tests. Subjects were randomly assigned to an anatomy module in computer-based (CD-ROM) format and 1 in paper-based format. A follow-up examination was administered 3 weeks after the posttest to evaluate retention of knowledge. Tests results were analyzed by using Student t tests and analysis of variance.


RESULTS
Thirty-nine subjects completed all testing. Regardless of instructional method, pretest to posttest scores improved (P < .01), and posttest to follow-up test scores decreased among all levels of training (P < .01). Student satisfaction was highest with CD-ROM format.


CONCLUSIONS
Improvement and retention of anatomy knowledge was not significantly different when comparing a new CD-ROM interactive approach with a traditional paper-based method.
Corton
Marlene M
MM
Department of Obstetrics and Gynecology, University of Texas Southwestern Medical Center, Dallas, TX, USA.
McIntire
Don D
DD
Wai
Clifford Y
CY
Ling
Frank W
FW
Wendel
George D
GD
D000715:Anatomy / Q000193:education*; D016251:CD-ROM; D003194:Computer-Assisted Instruction; D004501:Education, Medical; D004521:Educational Measurement; D005257:Fellowships and Scholarships; D006801:Humans; D007396:Internship and Residency; D007858:Learning; D010388:Pelvis / Q000033:anatomy & histology*; D011932:Reading; D012153:Retention, Psychology; D013663:Teaching; D014584:User-Computer Interface