Technology-assisted education in graduate medical education
Author Information
Author(s): Jwayyed Sharhabeel, Stiffler Kirk A, Wilber Scott T, Southern Alison, Weigand John, Bare Rudd, Gerson Lowell W
Primary Institution: Department of Emergency Medicine, Summa Akron City Hospital, Akron, OH, USA
Hypothesis
Does technology-assisted education improve knowledge compared to traditional teaching methods?
Conclusion
Technology-assisted education can improve knowledge, but no specific best method was identified.
Supporting Evidence
- 66% of studies found technology-assisted education superior to traditional methods.
- Only three articles specifically focused on Emergency Medicine.
- Knowledge gain was the predominant outcome measured.
Takeaway
Using technology to help teach doctors can make learning better, but we still don't know the best way to do it.
Methodology
A structured review of MEDLINE articles published between 2002-2007 on technology-assisted education.
Potential Biases
Some studies relied on self-reported results, which may not accurately reflect true learning.
Limitations
The wide variety of study designs and assessment methods made combining results impossible.
Participant Demographics
Predominantly medical students (60%) and resident physicians (21%).
Statistical Information
Confidence Interval
95% CI 53-77%
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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