A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy

• Published in: American journal of obstetrics and gynecology Vol. 195; no. 5; pp. 1438 - 1443
• Main Authors: Corton, Marlene M., McIntire, Don D., Wai, Clifford Y., Ling, Frank W., Wendel, George D.
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Philadelphia, PA Mosby, Inc 01.11.2006; Elsevier
• Subjects: Anatomy - education; Biological and medical sciences; CD-ROM; Computer-Assisted Instruction; Computer-based education; Education, Medical; Educational Measurement; Fellowships and Scholarships; Gynecology. Andrology. Obstetrics; Humans; Interactive teaching; Internship and Residency; Learning; Medical sciences; Pelvic anatomy; Pelvis - anatomy & histology; Reading; Retention (Psychology); Teaching; User-Computer Interface; Computer-based education; Interactive teaching; Pelvic anatomy; Learning; Acquisition process; Pelvic cavity; Education; Gynecology; Computer; Computer-based education;Interactive teaching;Pelvic anatomy; Method; Anatomy; Obstetrics; Comparative study; Teaching
• ISSN: 0002-9378; 1097-6868; 1097-6868
• DOI: 10.1016/j.ajog.2006.06.076

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. 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. 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. Improvement and retention of anatomy knowledge was not significantly different when comparing a new CD-ROM interactive approach with a traditional paper-based method.