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 - 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
SN - 1876-2859
VL - 18
SP - 535
EP - 541
JO - Academic Pediatrics
JF - Academic Pediatrics
IS - 5
ER -