A prospective, randomized controlled study of computer-assisted learning in parasitology

Purpose. To compare, using a prospective, randomized controlled study, three methods of teaching a medical school parasitology course: computer-based instruction, traditional lecture-based instruction, and a combination Of computer-based and lecture-based instruction. Method. A single class of the University of Utah School of Medicine was randomized into three study groups for the second-year parasitology course. The computer group (n=29) used a locally developed interactive parasitology computer program; the lecture group (n=32) had traditional lectures, and the combined group (n=33) used both the computer program and lectures. Students' knowledge was assessed using a pretest, a final examination, and a posttest administered four months after the course. Students also used logs to track the amounts of time they spent studying. Their impressions and course evaluations were collected using a standardized course-evaluation form. Results. The groups' scores on the pretest, final examination, and posttest were not statistically significantly different. Students in the computer group averaged 26.8 hours of studying over the two,week Course compared with 32.1 hours in the lecture group and 32.7 hours in the combined group. The difference in study times between the computer and combined groups yielded a significant p value of 0.036. Students were generally positive about the course and the computer program. Conclusion. Students can learn parasitology from computer-based instruction as effectively as from traditional lecture-based instruction, and they can do so in less time.