TY - JOUR
T1 - Efficacy of a Web-Based Oral Case Presentation Instruction Module
T2 - Multicenter Randomized Controlled Trial
AU - Sox, Colin M.
AU - Tenney-Soeiro, Rebecca
AU - Lewin, Linda O.
AU - Ronan, Jeanine
AU - Brown, Mary
AU - King, Marta
AU - Thompson, Rachel
AU - Noelck, Michelle
AU - Sutherell, Jamie S.
AU - Silverstein, Michael
AU - Cabral, Howard J.
AU - Dell, Michael
N1 - Funding Information:
Supported in part by the MedU (now ?Aquifer?) small grants program (Hanover, NH) and the Joel & Barbara Alpert Endowment for the Children of the City (Boston, Mass). MedU is a nonprofit organization whose virtual teaching methods include the online oral case presentation module that was tested in this study. Neither MedU nor the Alpert Foundation had any role in the design or conduct of the study; the collection, management, analysis, or interpretation of the data; the preparation, review, or approval of the article; or the decision to submit the article for publication.
Funding Information:
Supported in part by the MedU (now “Aquifer”) small grants program (Hanover, NH) and the Joel & Barbara Alpert Endowment for the Children of the City (Boston, Mass). MedU is a nonprofit organization whose virtual teaching methods include the online oral case presentation module that was tested in this study. Neither MedU nor the Alpert Foundation had any role in the design or conduct of the study; the collection, management, analysis, or interpretation of the data; the preparation, review, or approval of the article; or the decision to submit the article for publication.
Publisher Copyright:
© 2018 Academic Pediatric Association
PY - 2018/7
Y1 - 2018/7
N2 - 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.
AB - 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.
KW - internet-based instruction
KW - medical education research
KW - oral presentation
KW - randomized controlled trial
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U2 - 10.1016/j.acap.2017.12.010
DO - 10.1016/j.acap.2017.12.010
M3 - Article
C2 - 29325913
AN - SCOPUS:85042504195
VL - 18
SP - 535
EP - 541
JO - Academic Pediatrics
JF - Academic Pediatrics
SN - 1876-2859
IS - 5
ER -