Friedl Reinhard, Höppler Helmut, Ecard Karl, Scholz Wilfried, Hannekum Andreas, Ochsner Wolfgang, Stracke Sylvia
Department of Heart Surgery, University Hospital of Ulm, Ulm, Germany.
Ann Thorac Surg. 2006 May;81(5):1760-6. doi: 10.1016/j.athoracsur.2005.09.048.
In this study, we compared the educational value of a multimedia module about aortic valve replacement as a preparation for the operating room with a print medium of identical content.
One hundred twenty-six students were randomly assigned in a prospective study to either use the multimedia course (n = 69) or a print version (n = 57). A 20-item multiple-choice test was performed before and after learning with the respective medium. Both groups participated in an operation during which they were evaluated with 28 standardized tasks and questions. Individual motivation, computer literacy, and didactic quality of both media were assessed with psychometric tests.
There were no significant differences in the multiple-choice pretest (multimedia, 30.6% +/- 12.4% versus print, 27.9% +/- 11.4%) and posttest responses (multimedia, 76.7% +/- 13.3% versus print, 76.9% +/- 11.1). Mean percentage of correct answers during the operation was 82.9% +/- 10% in the online group and 64.7% +/- 12% in the print group (p < 0.0001). The multimedia group needed significantly (p < 0.001) less study time (105 +/- 24 minutes) when compared with the text group (122 +/- 30 minutes). There were no statistically significant differences in motivation, computer literacy, and didactic quality of either medium.
Regarding factual knowledge, there is no difference between multimedia-driven learning and a print medium. During heart operations, when understanding of complex temporal and spatial events is essential, students' performance is significantly improved by multimedia-enhanced teaching. The latter further proved to be more efficient in terms of study time.
在本研究中，我们比较了一个关于主动脉瓣置换术的多媒体模块作为手术室准备资料与具有相同内容的印刷资料的教育价值。
在一项前瞻性研究中，126名学生被随机分配使用多媒体课程（n = 69）或印刷版课程（n = 57）。在使用相应资料学习前后进行了一项包含20道题的多项选择题测试。两组学生都参与了一台手术，期间他们通过28项标准化任务和问题接受评估。通过心理测试评估了两种资料的个人学习动机、计算机操作能力和教学质量。
多项选择题前测结果（多媒体组，30.6% ± 12.4%；印刷组，27.9% ± 11.4%）和后测结果（多媒体组，76.7% ± 13.3%；印刷组，76.9% ± 11.1%）无显著差异。手术期间，在线学习组正确答案的平均百分比为82.9% ± 10%，印刷组为64.7% ± 12%（p < 0.0001）。与文本组（122 ± 30分钟）相比，多媒体组所需学习时间显著更少（p < 0.001）（105 ± 24分钟）。两种资料在学习动机、计算机操作能力和教学质量方面无统计学显著差异。
在事实性知识方面，多媒体驱动的学习与印刷资料没有差异。在心脏手术中，当理解复杂的时空事件至关重要时，多媒体强化教学可显著提高学生的表现。后者在学习时间方面也更高效。
