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(Radiographics. 2001;21:1025-1032.)
© RSNA, 2001

infoRAD

Do Computers Teach Better? A Media Comparison Study for Case-based Teaching in Radiology1

Martin Maleck, MD, 2, Martin R. Fischer, MD, 2, Birgit Kammer, MD, Claudius Zeiler, MD, Eugen Mangel, MD, Franz Schenk, MD and Klaus-Juergen Pfeifer, MD

1 From the Departments of Medicine (AG Instruct) (M.M., M.R.F.), Diagnostic Radiology (M.M., B.K., E.M., F.S., K.J.P.), and Surgery (C.Z.), Klinikum Innenstadt, Ludwig Maximilians University, Ziemssenstrasse 1, 80336 Munich, Germany. Received April 21, 2000; revision requested June 20; final revision received October 19; accepted December 1. Address correspondence to M.M. (e-mail: martin.fischer@medinn.med.uni-muenchen.de).

A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twenty-five 3rd-year students were randomly assigned to one of four groups and exposed to 10 radiology cases as well as to a voluntary weekly radiology lecture. Group A used computer-based cases with interactive elements; group B used computer-based cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served as a control group. On a multiple-choice question test, groups A, B, and C showed significant improvement (+11.2%, +15.1%, and +13.0%, respectively), whereas group D did not (+0.6%). On an image interpretation test, group A showed the most improvement (+15.7% [P < .001]), followed by group B (+15.1% [P < .01]) and group C (+10.2% [P < .05]); group D showed no significant improvement (+8.5%). No significant differences in the learning outcome were found between the two interactive groups (computer based and paper based). Computer-based teaching with case studies (with or without interactivity) improves students’ problem-solving ability in radiology.

Index Terms: Computers, educational aid • Education




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