Efficacy of a Web-Based Oral Case Presentation Instruction Module: Multicenter Randomized Controlled Trial

Colin M. Sox, Rebecca Tenney-Soeiro, Linda O. Lewin, Jeanine Ronan, Mary Brown, Marta King, Rachel Thompson, Michelle Noelck, Jamie S. Sutherell, Michael Silverstein, Howard J. Cabral, Michael Dell

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Objective: Effective self-directed educational tools are invaluable. Our objective was to determine whether a self-directed, web-based oral case presentation module would improve medical students' oral case presentations compared to usual curriculum, and with similar efficacy as structured oral presentation faculty feedback sessions. Methods: We conducted a pragmatic multicenter cluster randomized controlled trial among medical students rotating in pediatric clerkships at 7 US medical schools. In the clerkship's first 14 days, subjects were instructed to complete an online Computer-Assisted Learning in Pediatrics Program (CLIPP) oral case presentation module, an in-person faculty-led case presentation feedback session, or neither (control). At the clerkship's end, evaluators blinded to intervention status rated the quality of students' oral case presentations on a 10-point scale. We conducted intention-to-treat multivariable analyses clustered on clerkship block. Results: Study participants included 256 CLIPP (32.5%), 263 feedback (33.3%), and 270 control (34.2%) subjects. Only 51.1% of CLIPP subjects completed the assigned presentation module, while 98.5% of feedback subjects participated in presentation feedback sessions. Compared to controls, oral presentation quality was significantly higher in the feedback group (adjusted difference in mean quality, 0.28; 95% confidence interval, 0.08, 0.49) and trended toward being significantly higher in the CLIPP group (0.19; 95% confidence interval, −0.006, 0.38). The quality of presentations in the CLIPP and feedback groups was not significantly different (−0.10; 95% confidence interval, −0.31, 0.11). Conclusions: The quality of oral case presentations delivered by students randomized to complete the CLIPP module did not differ from faculty-led presentation feedback sessions and was not statistically superior to control.

Original languageEnglish (US)
Pages (from-to)535-541
Number of pages7
JournalAcademic Pediatrics
Volume18
Issue number5
DOIs
StatePublished - Jul 2018

Keywords

  • internet-based instruction
  • medical education research
  • oral presentation
  • randomized controlled trial

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

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