Comparison of traditional and interactive teaching methods in a UK emergency department.
Didactic teaching remains a core component of undergraduate education, but developing computer assisted learning (CAL) packages may provide useful alternatives. We compared the effectiveness of interactive multimedia-based tutorials with traditional, lecture-based models for teaching arterial blood gas interpretation to fourth year medical students. Participants were randomized to complete a tutorial in either lecture or multimedia format containing identical content. Upon completion, students answered five multiple choice questions assessing post-tutorial knowledge, and provided feedback on their allocated learning method. Marks revealed no significant difference between either group. All lecture candidates rated their teaching as good, compared with 89% of the CAL group. All CAL users found multiple choice questions assessment useful, compared with 83% of lecture participants. Both groups highlighted the importance of interaction. CAL complements other teaching methods, but should be seen as an adjunct to, rather than a replacement for, traditional methods, thus offering students a blended learning environment.
Department of Emergency Medicine, Ninewells Hospital and Medical School, Dundee, Scotland, UK. peter.armstrong@nhs.net
Peter
P
Armstrong
Tim
T
Elliott
Julie
J
Ronald
Brodie
B
Paterson
D000328:Adult; D001784:Blood Gas Analysis; D003194:Computer-Assisted Instruction; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D004522:Educational Status; D004636:Emergency Service, Hospital; D005260:Female; D006801:Humans; D008297:Male; D017145:Models, Educational; D011446:Prospective Studies; D013663:Teaching; D006113:United Kingdom