Outcome of use of a Computer-Assisted Simulation Module as teaching aid in Experimental Physiology for first-year medical students

Abstract

Objective: This complete enumeration, prospective, before-and-after study (without controls) was conducted to evaluate the effect of a computer-assisted simulation module in Experimental Physiology on the cognitive domain scores of first-year medical students. Methods: After theoretical teaching using charts & graphs by the facilitators, participants were administered a pre-test containing multiple choice questions. Subsequently, participants were trained using a computer-assisted learning module on amphibian experiments and administered a post-test, with identical questions and marking system as the pre-test. Results: 60 students (30 males and 30 females) participated in the study. The difference between the pre- and post-test scores were statistically significant in both males (p=0.00002) and females (p<0.00001). Among females, minimum score in the post-test was more than the 1 st quartile of pre-test. The overall difference in the median values of student scores in pre- and post-tests was highly significant (p<0.00001). The differences between the pre- and post-test scores were statistically significant in 7 out of 10 questions. Conclusion: The computer-assisted simulation module covered major learning objectives in the curriculum for Experimental Physiology and helped students attain higher scores.