Development and Assessment of Multimedia Learning Tool on Clinical Microbiology for Undergraduate Medical Students.
- Author:
Seung Hwan OH
1
;
Sun Min LEE
;
Hyung Hoi KIM
;
Eun Yup LEE
;
Hae Jin JEONG
;
Sang Yeoup LEE
;
Sung Soo KIM
;
Hae Kyu KIM
;
Byung Kyu PARK
;
Jae Suk WOO
;
Byung Yong RHIM
;
Seong Wan BAIK
;
Ihn Sook JEONG
;
Chulhun L CHANG
Author Information
1. Department of Laboratory Medicine, School of Medicine, Pusan National University, Busan, Korea. CCHL@pusan.ac.kr
- Publication Type:Original Article ; Randomized Controlled Trial
- Keywords:
Computer-Assisted Instruction;
Medical Education;
Microbiology;
Multimedia
- MeSH:
Classification;
Communicable Diseases;
Computer-Assisted Instruction;
Diagnosis;
Education, Medical;
Humans;
Learning*;
Lectures;
Multimedia*;
Schools, Medical;
Students, Medical*;
Teaching
- From:Korean Journal of Medical Education
2006;18(2):161-170
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Insufficient teaching of clinical microbiology, often caused by limited resources in medical schools, might be a reason for inaccurate diagnosis and treatment of infectious diseases by doctors. The purpose of this study is to develop and assess a multimedia self learning tool (MSLT) for clinical microbiology course. METHODS: We developed the MSLT based on existing self-directed learning tools. This tool was used by second- and third-year medical students. We randomly assigned 67 participating students to two groups: one (29) with lectures only and the other (38) with the MSLT only. We conducted pre- and post-tests. RESULTS: There are no differences in the pre- and post-test scores between the lecture group and the MSLT group in knowledge of bacterial classification, understanding of infectious diseases, proper use of laboratory tests, and proper selection of antimicrobials. However, post-test scores were significantly higher in both groups. CONCLUSION: The MSLT was found to be as equally effective as lectures, at least, test scorewise. Teachers could use either this tool alone or combined with conventional lectures to improve and enhance teaching in clinical microbiology. The results shed new insights into the possibility of introducing new teaching methods in clinical microbiology for future medical education.
