1. A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy.
- Author
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Corton, Marlene M., Mclntire, Don D., Wai, Clifford Y., Ling, Frank W., and Wendel, George D.
- Subjects
HUMAN anatomy ,PELVIS ,ANATOMY education ,PHYSIOLOGY ,ANATOMY ,HUMAN body ,EXTREMITIES (Anatomy) ,RESEARCH management ,RESEARCH methodology - Abstract
Objective: 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. Study design: 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. Results: 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 formal. Conclusion: Improvement and retention of anatomy knowledge was not significantly different when comparing a new CD-ROM interactive approach with a traditional paper-based method. [ABSTRACT FROM AUTHOR]
- Published
- 2006
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