A Study of The Effects of Computerized Multimedia Technology on Anatomical and Physiological Concept Retention

Abstract

Computerized multimedia educational software has been developed for many disciplines but not for teaching clinical dietetics. The effectiveness of incorporating multimedia technology into lectures on anatomical and physiological concepts was studied using a pre-test/post-test format and cross-over design. Two groups of students (N=44) enrolled in a clinical nutrition class were given a pre-test that included normal and pathological lower gastrointestinal anatomy and physiology. Six consecutive lessons were taught to both groups using the traditional lecture format and identical lesson plans. The experimental group lectures were enhanced with color, sound, and motion using computerized multimedia images, animations, and the Internet. After three lectures, the presentation styles were switched between the groups to complete the cross-over design. A post-test using identical questions from the pre-test was administered after the completion of all six lectures. Significant improvement (p < 0.05) was found in post-test scores and pathological concept scores but not in normal anatomical and physiological concept scores. Additionally, grade point averages and grade in the prerequisite semester of clinical nutrition were highly correlated (p < 0.01) with the learning effect of computerized enhancement. The results indicate that enhanced lectures are effective in teaching difficult concepts involving disease processes, and may have more impact on better prepared students. This reinforces the need for educational software development specifically for the field of clinical dietetics.