Hahne Amina Katharina, Benndorf Ralf, Frey Peter, Herzig Stefan
Department of Pharmacology, University of Cologne, Cologne, Germany.
Med Educ. 2005 Sep;39(9):935-43. doi: 10.1111/j.1365-2929.2005.02249.x.
Curriculum-wide implementation of computer-based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum-wide implementation, on Year 3 medical students' attitudes towards CBL.
Students from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple-choice questions (pre- and post-test).
Attitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only 'average', which may contribute to the lower post-test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self-study towards CBL.
The initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum-wide implementation of CBL might be hampered by the discouragement of users.
在本科医学教育中全面实施基于计算机的学习（CBL）仍然难以实现。与许多单一学习项目的试点测试不同，长期来看，辍学率很高且接受度似乎较低。我们研究了一个适合全面实施的新CBL项目对三年级医学生对CBL态度的影响。
在一项对照随机研究（n = 167）中，来自两所大学参加必修药理学课程的学生可以使用一个涵盖心血管药物治疗的CBL项目。使用心理测量量表测量学习者的特质和对CBL的态度，通过多项选择题（测试前和测试后）测量知识。
CBL组（n = 70）对CBL的态度变差。个体学习者的特质无法解释这种影响。对该项目质量的感知仅被评为“一般”，这可能导致对CBL态度的测试后得分较低。对照组（n = 97）和使用CBL的学生（n = 44）的学习成果相似。学习努力从自学转向了CBL。
当使用旨在补充甚至取代传统教学的项目时，学生最初的热情并未得到维持。用户的气馁可能会阻碍CBL在整个课程中的实施。
