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Feasibility analysis of a personalized training plan for learning research methodology
Author(s) -
M Pelayo-Alvarez,
X Albert-Ros,
F Gil-Latorre,
D Gutierrez-Sigler
Publication year - 2000
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2923.2000.00383.x
Subject(s) - test (biology) , medicine , medical education , psychology , family medicine , paleontology , biology
Objectives To determine the performance in learning clinical research methodology (CRM) by means of the Keller Plan (KP), to assess its impact on attitudes towards research (AR) and to estimate its acceptability. Design An educational intervention trial was employed with control group (CG) and random assignment. Setting The Family and Community Medicine Teaching Unit in Valencia, Spain, 1997. Subjects Third‐year family residents. Results In the KP both specific written self‐teaching material and interactive computer programme were used, focusing on the tutored resident, with compulsory assessments to continue. In the CG a conventional course was followed. Knowledge of CRM and the AR test (previously validated in another study) were measured at the start. Four tests of successive knowledge, time spent studying, tutorials, final AR test and acceptability were conducted. Non‐parametric tests were used. Forty (89%) residents participated, 22 were assigned to KP and 18 to CG. Similar basic characteristics, with exception of AR test (medians 55 Keller, 58 control). KP knowledge tests significantly higher ( P = < 0·05) than the CG (medians 101, 88) along with time spent studying (medians 53, 23·4 h). There were no significant differences in AR test, although there was an improvement in both groups, significant in KP but not in CG (median increase of 4·5 and 2). Nine residents used and positively assessed the computer programme. Better acceptability was obtained by the KP in overall evaluation, recommendation of the method and learning dynamic. Conclusions The KP obtained better knowledge, motivated studying and was positively accepted.