Comparison of an e-learning package with lecture-based teaching in the management of supraventricular tachycardia (SVT): a randomised controlled study
| Autor: | Clive Weston, William Townend, Hasan Haboubi, Kevin Mohee, Christopher Srinivasan, Majd B. Protty |
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| Rok vydání: | 2020 |
| Předmět: |
medicine.medical_specialty
020205 medical informatics business.industry Teaching education 02 engineering and technology General Medicine 030204 cardiovascular system & hematology medicine.disease Post-intervention 03 medical and health sciences 0302 clinical medicine Tachycardia Supraventricular 0202 electrical engineering electronic engineering information engineering medicine Physical therapy Humans Learning Educational Measurement Supraventricular tachycardia business Retention time Computer-Assisted Instruction Education Medical Undergraduate |
| Zdroj: | Postgraduate Medical Journal. 98:187-192 |
| ISSN: | 1469-0756 0032-5473 |
| Popis: | Introduction To compare the impact of an e-learning package with theoretical teaching on the ability of both graduate and undergraduate medical students to learn the management of supraventricular tachycardia. Methods We conducted a randomised, controlled, study at two Welsh medical schools. Participants were graduate-entry and undergraduate medical students, who were randomised (in a 1:1 ratio) to either 1 hour of training using an e-learning package or an hour of lecture-based teaching. The outcome was a comparison, within each group and between groups, of median scores achieved in assessments of knowledge through completion of preintervention, immediate post intervention and 2 weeks postintervention questionnaires. Results Of the 97 participants available for randomisation, 47 underwent teaching using the e-learning package and 50 were taught in the lecture group. Median scores were higher in the e-learning package group than the lecture group, though this difference was not statistically significant (4.00 vs 3.00; p=0.08) immediately after intervention. At 2 weeks post intervention, median scores in the e-learning package group were significantly higher than the median scores in the lecture group (4.00 vs 3.00; p=0.002). This was despite a subanalysis of the results demonstrating that subjects in the lecture group reported having seen more cases compared with those in the e-learning group (32 vs 13; p=0.002). Further, there was a significant fall in score over 2 weeks in the group receiving lecture-based teaching, but no such decrease in those using the e-learning package. Conclusion E-learning seems to be the preferred method of learning and the method that confers longer retention time for both postgraduate and undergraduate medical students. |
| Databáze: | OpenAIRE |
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