Self-study from web-based and printed guideline materials. A randomized, controlled trial among resident physicians.

@article{citeulike:1093844, abstract = {BACKGROUND: On-line physician education is increasing, but its efficacy in comparison with existing self-study methods is unknown. OBJECTIVE: To compare knowledge, learning efficiency, and learner satisfaction produced by self-study of World Wide Web-based and print-based guidelines for care after acute myocardial infarction. DESIGN: Randomized, controlled trial. SETTING: 12 family medicine and internal medicine residency programs at four universities. PARTICIPANTS: 162 residents. INTERVENTIONS: In proctored sessions, participants were randomly assigned to study from printed materials or from SAGE (Self-Study Acceleration with Graphic Evidence), a Web-based tutorial system. Both methods used identical self-assessment questions and answers and guideline text, but SAGE featured hyperlinks to specific guideline passages and graphic evidence animations. MEASUREMENTS: Scores on multiple-choice knowledge tests, score gain per unit of study time, and ratings on a learner satisfaction scale. RESULTS: Immediate post-test scores on a 20-point scale were similar in the SAGE and control groups (median score, 15.0 compared with 14.5; P>0.2), but SAGE users spent less time studying (median, 27.0 compared with 38.5 minutes; P<0.001) and therefore had greater learning efficiency (median score gain, 8.6 compared with 6.7 points per hour; P = 0.04). On a scale of 5 to 20, SAGE users were more satisfied with learning (median rating, 17.0 compared with 15.0; P<0.001). After 4 to 6 months, knowledge had decreased to the same extent in the SAGE and control groups (median score, 12.0 compared with 11.0; P = 0.12). CONCLUSIONS: On-line tutorials may produce greater learning efficiency and satisfaction than print materials do, but one self-study exposure may be insufficient for long-term knowledge retention. Further research is needed to identify instructional features that motivate greater final learning and retention.}, address = {University of California, Los Angeles, School of Medicine, Division of General Internal Medicine and Health Services Resarch, 90095-1736, USA. sageguery@gim.med.ucla.edu}, author = {Bell, D. S. and Fonarow, G. C. and Hays, R. D. and Mangione, C. M. }, citeulike-article-id = {1093844}, issn = {0003-4819}, journal = {Ann Intern Med}, keywords = {k99, medical-education, rct, wbl}, month = {June}, number = {12}, pages = {938--946}, posted-at = {2007-02-07 22:52:46}, priority = {5}, title = {Self-study from web-based and printed guideline materials. A randomized, controlled trial among resident physicians.}, url = {http://view.ncbi.nlm.nih.gov/pubmed/10858176}, volume = {132}, year = {2000} }

TY - JOUR ID - citeulike:1093844 L3 - citeulike-article-id:1093844 TI - Self-study from web-based and printed guideline materials. A randomized, controlled trial among resident physicians. JF - Ann Intern Med VL - 132 IS - 12 SP - 938 EP - 946 AD - University of California, Los Angeles, School of Medicine, Division of General Internal Medicine and Health Services Resarch, 90095-1736, USA. sageguery@gim.med.ucla.edu SN - 0003-4819 N2 - BACKGROUND: On-line physician education is increasing, but its efficacy in comparison with existing self-study methods is unknown. OBJECTIVE: To compare knowledge, learning efficiency, and learner satisfaction produced by self-study of World Wide Web-based and print-based guidelines for care after acute myocardial infarction. DESIGN: Randomized, controlled trial. SETTING: 12 family medicine and internal medicine residency programs at four universities. PARTICIPANTS: 162 residents. INTERVENTIONS: In proctored sessions, participants were randomly assigned to study from printed materials or from SAGE (Self-Study Acceleration with Graphic Evidence), a Web-based tutorial system. Both methods used identical self-assessment questions and answers and guideline text, but SAGE featured hyperlinks to specific guideline passages and graphic evidence animations. MEASUREMENTS: Scores on multiple-choice knowledge tests, score gain per unit of study time, and ratings on a learner satisfaction scale. RESULTS: Immediate post-test scores on a 20-point scale were similar in the SAGE and control groups (median score, 15.0 compared with 14.5; P>0.2), but SAGE users spent less time studying (median, 27.0 compared with 38.5 minutes; P<0.001) and therefore had greater learning efficiency (median score gain, 8.6 compared with 6.7 points per hour; P = 0.04). On a scale of 5 to 20, SAGE users were more satisfied with learning (median rating, 17.0 compared with 15.0; P<0.001). After 4 to 6 months, knowledge had decreased to the same extent in the SAGE and control groups (median score, 12.0 compared with 11.0; P = 0.12). CONCLUSIONS: On-line tutorials may produce greater learning efficiency and satisfaction than print materials do, but one self-study exposure may be insufficient for long-term knowledge retention. Further research is needed to identify instructional features that motivate greater final learning and retention. KW - k99 KW - medical-education KW - rct KW - wbl AU - Bell, DS AU - Fonarow, GC AU - Hays, RD AU - Mangione, CM PY - 2000/06/20/ UR - http://view.ncbi.nlm.nih.gov/pubmed/10858176 ER -