Web-Streamed Didactic Instruction on Substance Use Disorders Compares Favorably with Live-Lecture Format

Autor/inn/en	Maher, Karam-Hage; Brower, Kirk J.; Mullan, Patricia B.; Gay, Tamara; Gruppen, Larry D.
Titel	Web-Streamed Didactic Instruction on Substance Use Disorders Compares Favorably with Live-Lecture Format
Quelle	In: Academic Psychiatry, 37 (2013) 3, S.165-170 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.12010001
Schlagwörter	Access to Education; Public Health; Addictive Behavior; Internet; Web Based Instruction; Lecture Method; Medical Schools; Medical Students; Physicians; Substance Abuse; Teaching Methods; Mental Disorders; Comparative Analysis; Scores; Student Attitudes + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Gesundheitswesen; Web Based Training; Medizinische Ausbildung; Physician; Doctor; Arzt; Drug use; Drug consomption; Drogenkonsum; Teaching method; Lehrmethode; Unterrichtsmethode; Mental illness; Geisteskrankheit; Schülerverhalten
Abstract	Objective: Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based instruction on substance use and other psychiatric disorders as part of their curricula; however, it is not well known how a web-streamed lecture compares with a traditional one. The authors hypothesized that both these formats would be equally efficacious in terms of knowledge acquisition and student satisfaction. Method: Authors conducted a prospective study to test this hypothesis among third-year medical students who received web-streamed lecture on substance use/addiction versus those who received a traditional live lecture. Results: Of the 243 students, significantly more students completed the on-line lecture series. Of the 216 students in the final study sample, 130 (60%) were assigned to the web-streamed lecture and 86 (40%) to the live lecture. Within-subject comparisons of pre- and post-lecture scores for the entire cohort indicated a significant improvement in the percentage of correct answers (21.0% difference). Although no differences in improved scores between the two groups were found, students in the live-lecture group reported small, but significantly higher levels of satisfaction. Conclusions: This preliminary work supports the hypothesis that a web-streamed lecture can be at least equally efficacious as a traditional lecture in terms of knowledge acquisition. However, attention needs to be paid to the lower satisfaction levels associated with using the web-streamed format. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10