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Attitude towards computer-based learning: determinants as revealed by a controlled interventional study.

BACKGROUND: 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, suit...

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Published in:Medical Education Vol. 39; no. 9; pp. 935 - 944
Main Authors: Hahne AK, Benndorf R, Frey P, Herzig S
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Sep2005
Online Access:View this record in EBSCOhost
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      dt: Sep2005
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/j.1365-2929.2005.02249.x
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        atl: Attitude towards computer-based learning: determinants as revealed by a controlled interventional study.
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        au:
          Hahne AK
          Benndorf R
          Frey P
          Herzig S
        affil: Department of Pharmacology, University of Cologne, Cologne, Germany.
      sug:
        subj:
          Attitude to Computers
          Education, Non-Traditional Psychosocial Factors
          Student Attitudes
          Students, Medical Psychosocial Factors
          Descriptive Statistics
          Female
          Funding Source
          Male
          P-Value
          Pretest-Posttest Design
          Human
          Female
          Male
      ab: BACKGROUND: 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. METHODS: 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). RESULTS: 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. CONCLUSION: 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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