Department of Family Medicine, University of North Carolina Medical School, Chapel Hill, NC 27599-7595, USA.
Med Teach. 2012;34(9):e654-8. doi: 10.3109/0142159X.2012.689442. Epub 2012 Jun 4.
Computer-based learning (CBL) is an effective form of medical education. Educators have developed recommendations for instructional design but there is only minimal research that evaluates these recommendations.
To evaluate the effect of case-based questions contained in computer modules on learning efficacy.
The authors conducted a randomized controlled trial in 124 medical students of two CBL PowerPoint modules-based on Medicare. The modules were identical except one contained 11 case-based scenarios followed by multiple choice questions. The primary outcome measurement was a previously validated, 11-item knowledge test taken at the end of the module and at the end of the academic year to test retention.
The students who studied the module with case-based questions answered one more item correctly in the first test (8.9 vs. 10.00 correct answers, p = 0.001). This difference had disappeared by the time of the second test (4.2 vs. 4.7, p = 0.095).
This study shows that computer modules with case-based questions enhance learning in the short-term but at the expense of increased time and so decreased learning efficiency. This learning benefit was not maintained.
基于计算机的学习（CBL）是一种有效的医学教育形式。教育工作者已经为教学设计制定了建议，但只有很少的研究评估这些建议。
评估计算机模块中包含的基于案例的问题对学习效果的影响。
作者在 124 名医学生中进行了一项随机对照试验，他们学习了两个基于医疗保险的 CBL PowerPoint 模块。这些模块完全相同，只是一个模块包含 11 个基于案例的场景，然后是多项选择题。主要的结果测量是在模块结束时和学年结束时进行的一项先前验证的 11 项知识测试，以测试保留情况。
学习有基于案例问题的模块的学生在第一次测试中多答对了一个项目（8.9 对 10.00 正确答案，p = 0.001）。到第二次测试时，这一差异已经消失（4.2 对 4.7，p = 0.095）。
本研究表明，带有基于案例问题的计算机模块可以在短期内增强学习效果，但代价是增加了时间，因此降低了学习效率。这种学习效益没有得到维持。
