Live and Web-based orientations are comparable for a required rotation.
OBJECTIVE
Studies show equivalency in knowledge when measured following Web-based learning and live lecture. However, the effectiveness of a Web-based orientation for a required clinical rotation is unknown.


METHODS
Medical students viewed a Web-based orientation and completed a 13-item evaluation before beginning a required 6-week community medicine rotation. Evaluation data from 2007-2008 live orientation sessions were compared to responses from 2008-2009 Web-based orientation sessions. Data were analyzed by two-sample tests of proportion.


RESULTS
A total of 169 students completed surveys during the study period--78 following the live and 91 following the Web-based orientation. Response rates were equal in the two groups. The survey tool had a high level of reliability (Cronbach's alpha=0.96). There was no statistical difference in student evaluations for 12 of 13 orientation evaluation items.


CONCLUSIONS
Live and Web-based formats are comparable for presenting orientation materials to a required clinical rotation. Students felt the purpose of the rotation, educational goals, course structure, and requirements were clearly presented regardless of format. Transition from a live to Web-based format reduced faculty time required to present at rotation orientations.
Prunuske
Jacob
J
University of Wisconsin School of Medicine and Public Health, 750 Highland Drive, Madison, WI 53705-2221, USA. jprunuske@wisc.edu
D002982:Clinical Clerkship; D003625:Data Collection; D004501:Education, Medical; D006801:Humans; D007318:Inservice Training; D020407:Internet; D011231:Preceptorship; D015203:Reproducibility of Results; D012577:Schools, Medical; D013192:Staff Development; D013337:Students, Medical; D014741:Video Recording