Multimedia-driven teaching significantly improves students' performance when compared with a print medium

The Annals of Thoracic Surgery
R FriedlS Stracke

Abstract

In this study, we compared the educational value of a multimedia module about aortic valve replacement as a preparation for the operating room with a print medium of identical content. One hundred twenty-six students were randomly assigned in a prospective study to either use the multimedia course (n = 69) or a print version (n = 57). A 20-item multiple-choice test was performed before and after learning with the respective medium. Both groups participated in an operation during which they were evaluated with 28 standardized tasks and questions. Individual motivation, computer literacy, and didactic quality of both media were assessed with psychometric tests. There were no significant differences in the multiple-choice pretest (multimedia, 30.6% +/- 12.4% versus print, 27.9% +/- 11.4%) and posttest responses (multimedia, 76.7% +/- 13.3% versus print, 76.9% +/- 11.1). Mean percentage of correct answers during the operation was 82.9% +/- 10% in the online group and 64.7% +/- 12% in the print group (p < 0.0001). The multimedia group needed significantly (p < 0.001) less study time (105 +/- 24 minutes) when compared with the text group (122 +/- 30 minutes). There were no statistically significant differences in motivation, computer...Continue Reading

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Citations

May 15, 2010·Advances in Health Sciences Education : Theory and Practice·David A CookSarah Garside
Dec 4, 2014·American Journal of Surgery·Roy PhitayakornEmil R Petrusa
Nov 10, 2009·Der Chirurg; Zeitschrift für alle Gebiete der operativen Medizen·C Pape-KöhlerK W Jauch
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Jul 4, 2012·Anatomical Sciences Education·Francesca BraidRenate Weller
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Apr 11, 2021·BMC Medical Education·Vera ArentsKarlijn J van Stralen

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