PDF(Pubmed)
Abstract：
BACKGROUND: In the past, textbook or printed material was the only source of information for medical students or post-graduate students. After the introduction of internet, knowledge can be accessed easily which is updated with various aids such as animation, videos which improve the learning efficiency. This study was conducted to compare the learning efficiency between textbook-based seminar to that of internet-based seminar in postgraduate students of the department of dermatology.
METHODS: It was a non-randamized controlled study. The postgraduate students in the department of dermatology, Jawaharlal Nehru Medical college, DMIMS(DU),Sawangi (Meghe), Wardha, Maharashtra, India were divided into two equal groups by simple randomization method by flipping the coin. Totally 20 seminar topics were divided into two groups (A and B) consisting of 10 seminars in each group. Postgraduate students assigned in group A were asked to prepare seminar solely from textbooks while in group B, students were asked to prepare seminar by referring internet. Feedback form which consists of 7 points, i.e. appearance, completeness of preparation, clarity of presentation, appropriate use of audio visual aids, understanding of subject, ability to answer questions, and overall performance were filled up from faculties and postgraduate students after completion of each seminar. Pretest and post-test were filled up from postgraduate students before and after each seminar respectively. Learning gain was calculated by comparing the scores of pretest and posttest. Paired t-test was used to compare results in the group and unpaired t-test was used to compare results between the two groups.
RESULTS: Faculties\' feedback on overall performance was higher (4.59 ± 0.15) in web-based seminars as compared to in textbook-based seminars (3.85 ± 0.1) with significant P = 0.008. Furthermore, postgraduate students\' feedback showed statistical significant value of 0.02 in web-based seminars (4.65 ± 0.06) compared to textbook-based seminars (3.2 ± 0.06). Learning gain was significantly higher in web-based seminar compared to textbook-based seminar with P = 0.02.
CONCLUSIONS: It can be concluded that web-based learning can improve the learning efficiency in postgraduate medical students.
METHODS: It was a non-randamized controlled study. The postgraduate students in the department of dermatology, Jawaharlal Nehru Medical college, DMIMS(DU),Sawangi (Meghe), Wardha, Maharashtra, India were divided into two equal groups by simple randomization method by flipping the coin. Totally 20 seminar topics were divided into two groups (A and B) consisting of 10 seminars in each group. Postgraduate students assigned in group A were asked to prepare seminar solely from textbooks while in group B, students were asked to prepare seminar by referring internet. Feedback form which consists of 7 points, i.e. appearance, completeness of preparation, clarity of presentation, appropriate use of audio visual aids, understanding of subject, ability to answer questions, and overall performance were filled up from faculties and postgraduate students after completion of each seminar. Pretest and post-test were filled up from postgraduate students before and after each seminar respectively. Learning gain was calculated by comparing the scores of pretest and posttest. Paired t-test was used to compare results in the group and unpaired t-test was used to compare results between the two groups.
RESULTS: Faculties\' feedback on overall performance was higher (4.59 ± 0.15) in web-based seminars as compared to in textbook-based seminars (3.85 ± 0.1) with significant P = 0.008. Furthermore, postgraduate students\' feedback showed statistical significant value of 0.02 in web-based seminars (4.65 ± 0.06) compared to textbook-based seminars (3.2 ± 0.06). Learning gain was significantly higher in web-based seminar compared to textbook-based seminar with P = 0.02.
CONCLUSIONS: It can be concluded that web-based learning can improve the learning efficiency in postgraduate medical students.
摘要：
背景：在过去，教科书或印刷材料是医学生或研究生的唯一信息来源。互联网引入后,知识可以很容易地访问，更新与各种辅助，如动画，提高学习效率的视频。进行这项研究是为了比较皮肤科研究生基于教科书的研讨会与基于互联网的研讨会的学习效率。
方法：这是一项非随机对照研究。皮肤科的研究生，尼赫鲁医学院,DMIMS(DU),Sawangi(Meghe),瓦尔达,马哈拉施特拉邦,通过简单的随机方法，通过掷硬币将印度分为两个相等的组。共有20个研讨会主题分为两组（A和B），每组10个研讨会。A组的研究生被要求仅从教科书中准备研讨会，而在B组，学生被要求通过参考互联网准备研讨会。由7点组成的反馈表，即外观，准备的完整性，表述的清晰度，适当使用视听辅助工具，对主题的理解，回答问题的能力，每次研讨会结束后，学院和研究生的整体表现都得到了填补。在每次研讨会之前和之后，分别从研究生中填写了测试前和测试后。通过比较前测和后测的分数来计算学习增益。采用配对t检验比较组内结果,采用非配对t检验比较两组结果。
结果：院系对基于网络的研讨会的总体绩效的反馈高于基于教科书的研讨会（3.85±0.1），P=0.008。此外，与基于教科书的研讨会（3.2±0.06）相比，研究生的反馈在基于网络的研讨会（4.65±0.06）中显示有统计学意义的值为0.02。与基于教科书的研讨会相比，基于网络的研讨会的学习收获明显更高，P=0.02。
结论：可以得出结论，基于网络的学习可以提高医学研究生的学习效率。
方法：这是一项非随机对照研究。皮肤科的研究生，尼赫鲁医学院,DMIMS(DU),Sawangi(Meghe),瓦尔达,马哈拉施特拉邦,通过简单的随机方法，通过掷硬币将印度分为两个相等的组。共有20个研讨会主题分为两组（A和B），每组10个研讨会。A组的研究生被要求仅从教科书中准备研讨会，而在B组，学生被要求通过参考互联网准备研讨会。由7点组成的反馈表，即外观，准备的完整性，表述的清晰度，适当使用视听辅助工具，对主题的理解，回答问题的能力，每次研讨会结束后，学院和研究生的整体表现都得到了填补。在每次研讨会之前和之后，分别从研究生中填写了测试前和测试后。通过比较前测和后测的分数来计算学习增益。采用配对t检验比较组内结果,采用非配对t检验比较两组结果。
结果：院系对基于网络的研讨会的总体绩效的反馈高于基于教科书的研讨会（3.85±0.1），P=0.008。此外，与基于教科书的研讨会（3.2±0.06）相比，研究生的反馈在基于网络的研讨会（4.65±0.06）中显示有统计学意义的值为0.02。与基于教科书的研讨会相比，基于网络的研讨会的学习收获明显更高，P=0.02。
结论：可以得出结论，基于网络的学习可以提高医学研究生的学习效率。
