Original investigationLongitudinal follow-up comparison of educational interventions: Multimedia textbook, traditional lecture, and printed textbook
References (13)
- et al.
Longitudinal comparison of multimedia textbook instruction with a lecture in radiology education
Arch Radiol
(1994) - et al.
An evaluation of computer assisted instruction in radiology
AJR
(1984) - et al.
Comparison of a computer tutorial with other methods for teaching well-newborn care
Am J Dis Child
(1991) - et al.
A comparison of computer-assisted instruction and small group teaching of cardiac auscultation to medical students
Med Ed
(1991) - et al.
The instructional effectiveness of a radiology multimedia textbook (HyperLung) versus a standard lecture
Invest Radiol
(1993) - et al.
A comparison of educational interventions: multimedia textbook, standard lecture and printed textbook
Arch Pediatr Adolesc Med
(1995)
Cited by (35)
Pedagogical Approaches to Diagnostic Imaging Education: A Narrative Review of the Literature
2015, Journal of Chiropractic HumanitiesCitation Excerpt :Thompson et al76 examined the effectiveness of a single didactic session on family practice residents’ performance and found that there was a significant improvement in their ability to detect pneumonia on plain film radiographs. Preliminary studies have not been able to detect long-term differences between the instructional effectiveness of multimedia textbooks, traditional lectures, and printed textbooks.77,78 Similar studies found no difference between lecture, printed texts, and digital content delivery on examination results for radiographic anatomy79 or between linear and Web-style layout of computer tutorials for learning to interpret radiographs.80
Introductory Lecture Series for First-Year Radiology Residents. Implementation, Investment and Assessment.
2013, Academic RadiologyCitation Excerpt :Further, the residents earn strong scores to begin with, which is an indication of their prior training, inherent work ethic, and natural skills; therefore, the course itself may not render a demonstrable impact. Ideally, any change in junior resident performance following implementation of this course would have been measured using a consistent examination administered at the same time early in the first year of training, both before the course was initiated and after it had been administered (11,12). However, the absence of a measurable trend in upward performance by rotation evaluations may simply reflect the lack of an appropriately sensitive evaluation instrument.
The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning
2011, European Journal of RadiologyCitation Excerpt :The relevance as well as potential advantages and disadvantages of problem based learning in radiology have been discussed [4]. It also introduced an emphasis on learning environments that build multimedia in radiology teaching [5,6], the adoption of interactive E-learning [7–9] and computer radiology case-based learning [10–13]. In the context of the present article, we focus in particular on a less studied aspect of radiology curriculum innovations: case-based learning, set up in computer supported collaborative learning (CSCL) settings.
Multi-School Collaboration to Develop and Test Nutrition Computer Modules for Pediatric Residents
2007, Journal of the American Dietetic AssociationSelecting outcomes measures in children's rehabilitation: A comparison of methods
2003, Archives of Physical Medicine and Rehabilitation