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Surgical e‐learning: validation of multimedia web‐based lectures
Author(s) -
Ridgway Paul F,
Sheikh Athar,
Sweeney Karl J,
Evoy Denis,
McDermott Enda,
Felle Patrick,
Hill Arnold D,
O'Higgins Niall J
Publication year - 2007
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 - 10.1111/j.1365-2929.2006.02669.x
Subject(s) - presentation (obstetrics) , test (biology) , multiple choice , mann–whitney u test , medicine , web application , multimedia , significant difference , psychology , computer science , surgery , world wide web , paleontology , biology
Background Distance learning has been advocated increasingly as a modern efficient method of teaching surgery. Efficiency of knowledge transfer and validity of web‐based courses have not been subjected to rigorous study to date. Methods An entirely web‐based surgical 5‐week lecture course was designed. Fifty per cent of the lectures were prepared as HTML slides with voice‐over while the other group was presented in the text‐only form. Only written material presented was examined. The lectures were presented via an educational web module. The lecture series was balanced specifically to reduce the pre‐existent knowledge bias. Web usage was estimated utilising surrogates, including the number of hits as well as log‐on timing. Face validity was assessed by a standardised questionnaire. Results Eighty‐eight students took part in the lecture series and subsequent examination and questionnaire. Median multiple choice questionnaire (MCQ) marks were significantly higher in the aural lecture‐derived stems versus the non‐aural ( P = 0.012, Mann–Whitney U ‐test). There was widespread approval of web‐based learning as an adjunct to conventional teaching. Usage rates were augmented significantly in the final week when compared to the previous 4 weeks (mean total hits weeks 1–4 ± SEM: 100.9 ± 9.7 and mean total hits week 5: 152.1 ± 13.1; P < 0.001, Kruskal–Wallis). However, total hits did not correlate with overall examination results ( r 2 = 0.16). The aural lectures demonstrated higher face validity than the non‐aural for content and presentation ( P < 0.05, Kruskal–Wallis). Conclusions The addition of aural files to the novel web‐based lecture series is face valid and results in significantly increased examination performance.