| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
|
|
|
|||||||
|
|||||||||
MEDICAL EDUCATION |
From the Department of Medicine (Drs Forman and Pomerantz) and the New Jersey Institute for Successful Aging (Dr Forman) at the University of Medicine and Dentistry of New Jersey–School of Osteopathic Medicine in Stratford.
Address correspondence to Sherry C. Pomerantz, PhD, Department of Cell Biology Science Center, University of Medicine and Dentistry of New Jersey–School of Osteopathic Medicine, 2 Medical Center Dr, Stratford, NJ 08084–1500. E-mail: pomerash{at}umdnj.edu
Objectives: To investigate the views of osteopathic medical students on their preferred learning methods, their current use of computers as an educational tool, and their attitudes regarding the role of computers in medical education, based on their skill level.
Methods: A 27-item questionnaire was distributed to first-through fourth-year osteopathic medical students. Items asked students to assess their levels of computer skills and experience, their current use of computers as an educational tool, and their attitudes regarding the role of computers in medical education.
Results: Of the 246 students (80% of enrolled students) who responded to the questionnaire, a majority (129 [53%]) rated themselves as having intermediate computer skills, and the remaining students rated their skills as basic (69 [28%]) or advanced (46 [19%]). Most students (176 [72%]) felt that they learned best by both hearing and seeing or reading new material, that they learned more easily from a printed page than a computer screen, and that live lectures provided them with the best opportunity for learning. However, when compared with students who have basic and intermediate computer skills, students with advanced computer skills were more in favor of computer-assisted instruction and testing as well as a school requirement to own a computer and to use a laptop computer in class.
Conclusions: Students' opinions of the importance of computer technology in medical education seem to be based mainly on their self-assessed technical competency levels. Understanding this dynamic may aid medical educators in the implementation of computer-assisted instruction.
The Association of American Medical Colleges has developed a series of comprehensive learning objectives to be used as a guide for medical education. One series is dedicated to the area of medical informatics, and objectives are designed to promote the use of computer technology to enhance Students' scientific and medical knowledge.10 Students' computer skills should be evaluated at the start of medical school,14–16 and resources should be made available to ensure that all medical students achieve basic computer literacy and that they are able to access and evaluate Web-based information.15,17 Medical school faculty need to be trained in computer technology, provided with adequate and usable software, and given access to experienced technical personnel to create an environment in which students will learn to appreciate the importance of CAI and Web-based learning.9,17,18
Medical informatics is being incorporated into medical school curricula.9,10,16,20 Medical informatics allows physicians to access, analyze, and manage information so that they can make educated decisions in patient care.19 The use of computers and the related technology is essential for communication and information-sharing with colleagues, for public and patient education, and for professional development.8–10,20–23
The goal of the current study was to obtain the opinions of osteopathic medical students on the ways in which they learn new material most effectively, their current level of use of computers as an educational tool, and their attitudes regarding the role of computers in medical education. For analysis, these responses were then grouped by students' self-assessed computer skill level. This information may indicate the need for curricular modification aimed at the development of computer skills among students and the ongoing integration of technology into medical education. In turn, as medical information is increasingly disseminated and tracked, graduating physicians will have the information technology skills required to grow professionally and to provide the best medical care for their patients.
 |
Methods |
|---|
 Top Methods ResultsCommentConclusionReferences |
|---|
Participants
Participants in the study were full-time students in the first through
fourth years of osteopathic medical school. Students in the first- and
second-year classes were informed of the study, the purpose of the study, the
requirement to complete a questionnaire, and the general content of the
questionnaire. Students were also told that their participation in the study
was voluntary and that the questionnaire was anonymous. This process took
place after a scheduled examination at which all members of each class were
present.
Students in the third- and fourth-year classes were involved in clinical rotations, many of which were conducted at off-campus locations. For this reason, a questionnaire was placed in students' campus mailboxes with a letter informing them of the study, the purpose of the study, the requirement to complete a questionnaire, and the general content of the questionnaire. It was made clear that their participation in the study was voluntary and that the questionnaire was to be completed and returned anonymously. A follow-up reminder was sent via e-mail to all members of the third- and fourth-year classes once each month, for 3 months.
Survey Instrument
The study was conducted using a 27-item questionnaire
(Figure) that asked
students about their computer skills, the ways in which they believed they
learned new material most effectively, their current use of computers as an
educational tool, and their attitudes regarding the role of computers in their
medical education.
|
The questionnaire was prepared by the authors and subsequently reviewed by
faculty members in the Stuart D. Cook, MD, Master Educators' Guild of
UMDNJ-SOM. The questionnaire was revised according to their comments and
suggestions. Individuals from several settings were involved in pilot testing
the questionnaire, including undergraduates, faculty members at UMDNJ-SOM, and
individuals from outside the academic community. The results of pilot testing
were used to prepare the final version of the questionnaire used in the study.
Group means and SDs, frequency distributions, and 
2 analyses
were obtained using SPSS software (version 12; SPSS Inc, Chicago, Ill).
|
Results |
|---|
|
TopMethodsResultsCommentConclusionReferences |
|---|
Most students (176 [72%]) responded that they learned best by both hearing and seeing or reading new material. Fifty-eight (84%) of the 69 students with basic computer skills and 104 (82%) of 127 students with intermediate computer skills believed that it was easiest to learn from a printed page. Of the students with advanced computer skills, 31 (67%) of 46 believed that it was easiest to learn from a printed page, 11 (24%) indicated that it was easiest to learn from either a printed page or a computer screen, and 4 (9%) indicated that it was easiest to learn from a computer screen. There were no statistically significant differences in the responses according to skill level (Table 1).
|
When provided with a list of teaching methods from which to select their
preferences, most students expressed a preference for live lectures with an
opportunity to ask questions (84%–89%) and having an abbreviated
transcript of the lecture (ie, "scribe") (78%–84%). Watching
a video of a lecture to view at their convenience was preferred by 44% to 50%
of students. Most students (74%–91%) selected downloading lecture
handouts from a Web site as a means to maximize their learning. However, there
were significant differences in preferences among individuals with basic,
intermediate, and advanced computer skills
(22=6.630, P=.04). There were also
significant differences in preferences for having a diskette of the handout
material. Those with advanced skills were more likely to want to download a
handout and have a diskette (24=10.187,
P=.037) (Table
2).
|
A majority of students with basic and intermediate computer skills did not
believe that they should be required to own a computer (57 [84%]) and 85
[66%], respectively), but only slightly less than half of the students with
advanced computer skills (22 [49%]) shared this view
(22=15.540, P=.001). It is notable that
most students, regardless of computer skill level, did not support a
requirement to have a laptop computer in class to view the lecture handout and
to take notes. However, there was a statistically significant difference among
students in the three computer skill groups
(24=15.540, P=.008). A majority of
students (146 [61%]) indicated that they would purchase a textbook even if the
same or similar material were available on a diskette or CD-ROM. There was a
statistically significant difference among students in the three groups
(22=6.839, P=.033). Those with advanced
computer skills were less inclined to buy the textbook than were students with
basic or intermediate computer skills. Regardless of their skill level, 79% to
86% of students responded that a personal digital assistant would benefit
their learning (Table
3).
|
Forty-six (68%) students with basic skills and 93 (73%) students with
intermediate skills indicated that they would use a health
science–related Web site to supplement their learning compared with 41
(91%) of those with advanced skills; these percentages were significantly
different (22=8.483, P=.014). Most
students (87%–98%) reported that they would use a health
science–related Web site if it were free or if the medical school paid
for it (82%–96%), but not if they had to pay for it (71%–84%)
(Table 4).
|
Students with advanced skills (28 [65%]) indicated greater interest in
taking a course on a Web site, studying and taking examinations at their own
pace, compared with students with intermediate (61 [47%]) or basic (25 [37%])
computer skills. Again, there was a significant difference between the groups
(22=8.496, P=.014). Overall, students did
not prefer taking examinations by computer in place of a hard copy test and
answer sheet, with no significant differences among the groups
(16%–35%). Although less than half of the students with advanced
computer skills were in favor of taking medical board examinations on a
computer (21 [48%]), this percentage was still greater than the percentages of
those with basic (13 [19%]) and intermediate (42 [16%]) levels of skill. There
was a statistically significant difference between the three groups
(22=10.271, P=.006).
|
Comment |
|---|
|
TopMethodsResultsCommentConclusionReferences |
|---|
In a review of the literature, Greenhalgh17 reports that the advantages of CAI have not been shown consistently. It is suggested that a successful medical school curriculum will better accommodate different learning styles by allowing students to select from self-study modules and modules requiring personal interaction.17,26 Furthermore, the literature neither indicates that Web-based learning is superior to text-based methods, nor that it promotes greater self-reported student confidence or competency. It has been asserted that CAI should not replace, but rather should serve as a valuable addition to learning techniques such as textbooks, lectures, small group discussion, and problem-based learning.12,16,17,26,27 The survey-based data obtained in the current study are consistent with that assertion. Most respondents indicated that in their opinion, they learn new material best by both hearing and seeing or reading, and they believe that it was easiest for them to learn from a printed page. More importantly, students prefer live lectures where they can ask questions and access a Web site containing the lecture handout material. In addition, a majority of students indicate that they would buy a textbook rather than a CD-ROM of the same material, a finding similar to that reported by Steele et al.26 The responses of the students in the current study demonstrate a view of CAI as being an important adjunct to traditional educational tools.
Most students were not in favor of a requirement by the school to own a computer or use a laptop computer in class. It should be noted, however, that a statistically significant difference in this preference was determined between students with advanced computer skills and those with basic and intermediate computer skills. Regarding a requirement that medical students own a computer, McAuley18 highlighted issues such as whether an adequate amount of curricular material could be made available online to justify the expense to students and whether sufficient staff would be available to provide support. It is not clear from the results obtained in the present study whether the lack of support for such a requirement is based solely on the financial cost or whether there are other issues that were not assessed that would influence this preference. The majority of students were in favor of a personal digital assistants as tools in their medical education, however. Personal digital assistants, which have extensive capabilities yet are affordable, are widely used in clinical practice and by medical educators.28,29
Within each skill group, most students indicated that they would use a Web site to supplement their learning, especially if it were free or paid for by the school. This finding seems to support the suggestion that a successful medical school curriculum should provide students with an opportunity to use a Web-based educational approach.17,21 In contrast, only those students with advanced computer skills expressed a willingness to take a Web-based course, and few students endorsed taking examinations on a Web site. This reluctance to take computerized examinations may reflect a concern that this method of testing will not allow them to apply test-taking behaviors to which they have become accustomed. Furthermore, students may have reservations that their performance on these examinations may be adversely affected by their relative level of comfort with the technology, and thus, may not be an accurate reflection of their knowledge of the subject matter.30 Such a reservation is supported by reports indicating that students may not perform as well on computerized examinations compared with hard copy examinations.31,32
There were several limitations of the current study. The data for this study were collected from students at only one school. However, the findings are consistent with those of other studies, suggesting that this sample is not extremely different from other medical school student bodies. In addition, students' opinions may vary according to geographic location. Finally, it must be noted that these data were collected in late 2001 and may differ from current student views.
|
Conclusion |
|---|
|
TopMethodsResultsCommentConclusionReferences |
|---|
|
Footnotes |
|---|
Submitted October 15, 2004; revision received July 28, 2005; accepted August 8, 2005.
|
References |
|---|
|
TopMethodsResultsCommentConclusionReferences |
|---|
2. McNulty JA, Halama J, Dauzvardis MF, Espiritu B. Evaluation of Web-based computer-aided instruction in a basic science course. Acad Med. 2000;75:59 –65.[Medline]
3. Petrusa ER, Issenberg SB, Mayer JW, Felner JM, Brown DD, Waugh RA, et al. Implementation of a four-year multimedia computer curriculum in cardiology at six medical schools. Acad Med.1999; 74:123 –129.[Medline]
4. Swagerty D Jr, Studenski S, Laird R, Rigler S. A case-oriented Web-based curriculum in geriatrics for third year medical students. J Am Geriatr Soc.2000; 48:1507 –1512.[Medline]
5. Tetzlaff JE, Schoenwald P, Jackman D, Smith J. Continuing medical education and the anesthesiologist. J Clin Anesth.1999; 11:164 –172.[Medline]
6. Peterson MW, Galvin JR, Dayton C, D'Alessandro MP. Realizing the promise: delivering pulmonary continuing medical education over the Internet. Chest. 1999;115:1429–1436. Available at: http://www.chestjournal.org/cgi/reprint/115/5/1429. Accessed August 20, 2006.
7. O'Brien MK, Feldman D. Alban T, Donoghue G, Sirkin J, Novack DH. An innovative CME program in cardiology for primary care practitioners. Acad Med. 1996;71:894 –897.[Medline]
8. Candy PC. Preventing "information overdose": developing information-literate practitioners. J Contin Educ Health Prof. 2000;20:228 –237.[Medline]
9. Kaufman DM, Jennett PA. Preparing future physicians: integrating medical informatics into the undergraduate medical education curriculum. Stud Health Technol Inform.1997; 39:543 –546.[Medline]
10. Contemporary issues in medicine—medical informatics and population health: report II of the Medical School Objectives Project. Acad Med. 1999;74:130 –141.[Medline]
11. Khonsari LS, Fabri PJ. Integrating medical informatics into the medical undergraduate curriculum. Stud Health Technol Inform. 1997;39:547 –551.[Medline]
12. Chumley-Jones HS, Dobbie A, Alford CL. Web-based learning: sound educational method or hype? A review of the evaluation literature. Acad Med.2002; 77(10 suppl):S86 –S93.[Medline]
13. Bell DS, Fonarow GC, Hays RD, Mangione CM. Self-study from
web-based and printed guideline materials: a randomized controlled trial among
resident physicians. Ann Intern Med.2000; 132:938
–946.
14. Scott CS, Schaad DC, Mandel LS, Brock DM, Kim S. Information and informatics literacy: skills, timing and estimates of competence. Teach Learn Med.2000; 12:85 –90.[Medline]
15. Hollander S. Assessing and enhancing medical students' computer skills: a two-year experience. Bull Med Libr Assoc.1999; 87:67 –73.[Medline]
16. Dorup J. Experience and attitudes towards information technology among first-year medical students in Denmark: longitudinal questionnaire survey. J Med Internet Res. 2004;6:e10. Available at: http://www.jmir.org/2004/1/e10/. Accessed August 20, 2006.
17. Greenhalgh T. Computer assisted learning in undergraduate medical education. BMJ. 2001;322:40–44. Available at: http://bmj.bmjjournals.com/cgi/content/full/322/7277/40. Accessed August 20, 2006.
18. McAuley RJ. Requiring students to have computers: questions for consideration. Acad Med.1998; 73:669 –673.[Medline]
19. Greenes RA, Shortliff EH. Medical informatics. An emerging academic discipline and institutional priority. JAMA.1990; 263:1114 –1120.[Abstract]
20. Moehr JR, Grant A. Medical informatics and medical education in Canada in the 21st century. Clin Invest Med.2000; 23:275 –280.[Medline]
21. Candler C, Andrews MD. Technology in medical education: how the OU College of Medicine has used technology to enhance the medical education experience. J Okla State Med Assoc.2004; 97:8 –10.[Medline]
22. Carney PA, Poor DA, Schifferdecker KE, Gephart DS, Brooks WB, Nierenberg DW. Computer use among community-based primary care physician preceptors. Acad Med.2004; 79:580 –590.[Medline]
23. Notman M, Greene JF. A framework for and case study of medical informatics development at Michigan State University College of Osteopathic Medicine. J Am Osteopath Assoc. 2001;101:711–715. Available at: http://www.jaoa.org/cgi/reprint/101/12/711. Accessed August 1, 2006.
24. Peterson MW, Rowat J, Kreiter C, Mandel J. Medical students' use of information resources: is the digital age dawning? Acad Med. 2004;79:89 –95.[Medline]
25. Jwayyed S, Park TK, Blanda M, Wilber ST, Gerson LW, Meerbaum SO, Beeson MS. Assessment of emergency medical residents' computer knowledge and computer skills: time for an upgrade? Acad Emerg Med.2002; 9:138 –145.[Medline]
26. Steele DJ, Johnson Palensky JE, Lynch TG, Lacy NL, Duffy, SW. Learning preferences, computer attitudes, and student evaluation of computerised instruction. Med Educ.2002 :36;225 –232.[Medline]
27. Lipman AJ, Sade RM, Glotzbach AL, Lancaster CJ, Marshall, MF. The incremental value of internet-based instruction as an adjunct to classroom instruction: a prospective randomized study. Acad Med.2001; 76:1060 –1064.[Medline]
28. Fischer S, Stewart TE, Mehta S, Wax R, Lapinsky SE. Handheld
computing in medicine. J Am Med Inform Assoc.2003; 10:139
–149.
29. De Groote SL, Doranski M. The use of personal digital assistants in the health sciences: results of a survey. J Med Libr Assoc. 2004;92:341 –48.[Medline]
30. Peterson MW, Gordon J, Elliot S, Kreiter C. Computer-based testing: initial report of extensive use in a medical school curriculum. Teach Learn Med.2004; 16:51 –59.[Medline]
31. Dillon GF, Clyman SG. The computerization of clinical science examinations and its effect on the performances of third-year medical students. Acad Med.1992; 67:S66 –S68.
32. Lee G, Weerakoon P. The role of computer-aided assessment in health professional education: a comparison of student performance in computer-based and paper-and-pen multiple-choice tests. Med Teach.2001; 23:152 –157.[Medline]
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
