Computer-Assisted Instruction with Interactive Videodisc Versus Textbook for Teaching Radiology

Abstract

We compared computer-assisted instruction with interactive videodisc (CAI-videodisc) with a textbook to study differences in educational efficacy, time spent, and subjective preferences. Two modules of CAI-videodisc, one concerning the radiology of arthritis and the other skeletal trauma, were prepared specifically for advanced medical students and junior house staff. Because the modules were derived from an actual textbook, we were able to conduct a controlled comparison. Our participants were 103 third- and fourth-year medical students taking a required 2-week clerkship in diagnostic radiology. They were assigned as part of their coursework the CAI-video-disc version of one module and the textbook version of the other. Pre- and posttests were administered. The mean scores improved from pre- to posttest after students used both modules in either version (P < 0.001). The gain in score was greater for students using CAI-videodisc; this difference was small only for the arthritis module (P < 0.092), but it was large for the trauma module, even when adjusted for differences in time spent learning (P < 0.001). Significantly more time was spent on the CAI-videodisc versions than the textbook versions (P < 0.004). Subjectively, 43% of the students preferred the CAI-videodisc, 45% preferred the textbook, and 11% had no preference. Medical students learned more radiology using a CAI-videodisc program than reading a textbook, but spent more time doing so. Their subjective preferences were equally split.