دورية أكاديمية
Significant Increase in Factual Knowledge with Web-Assisted Problem-Based Learning as Part of an Undergraduate Cardio-Respiratory Curriculum
| العنوان: | Significant Increase in Factual Knowledge with Web-Assisted Problem-Based Learning as Part of an Undergraduate Cardio-Respiratory Curriculum |
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| اللغة: | English |
| المؤلفون: | Raupach, T., Munscher, C., Pukrop, T. |
| المصدر: | Advances in Health Sciences Education. Aug 2010 15(3):349-356. |
| الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 8 |
| تاريخ النشر: | 2010 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Control Groups, Medical Students, Intervention, Problem Based Learning, Medicine, Teaching Methods, Web Based Instruction, Undergraduate Study, Computer Assisted Instruction, Online Courses, Academic Achievement, Multiple Choice Tests, Educational Environment, Comparative Analysis, Higher Education |
| DOI: | 10.1007/s10459-009-9201-3 |
| تدمد: | 1382-4996 |
| مستخلص: | In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 plus or minus 1.1 vs. 85.9 plus or minus 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 plus or minus 1.3 vs. 79.5 plus or minus 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students' scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated. (Contains 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2010 |
| رقم الأكسشن: | EJ898303 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1382-4996 |
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| DOI: | 10.1007/s10459-009-9201-3 |