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Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

Authors Buch SV, Treschow FP, Svendsen JB, Worm BS

Received 14 February 2014

Accepted for publication 7 May 2014

Published 16 August 2014 Volume 2014:5 Pages 257—262

DOI https://doi.org/10.2147/AMEP.S62473

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 3


Steen Vigh Buch,1 Frederik Philip Treschow,2 Jesper Brink Svendsen,3 Bjarne Skjødt Worm4

1Department of Vascular Surgery, Rigshospitalet, Copenhagen, Denmark; 2Department of Anesthesia and Intensive Care, Herlev Hospital, Copenhagen, Denmark; 3Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark; 4Department of Anesthesia and Intensive Care, Bispebjerg Hospital, Copenhagen, Denmark

Background and aims: This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students.
Materials and methods: Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later.
Results: The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04).
Conclusion: Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills.

Keywords: e-learning, video versus text, medicine, clinical skills

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