Trial reportJournal of general internal medicine2008
Adapting web-based instruction to residents' knowledge improves learning efficiency: a randomized controlled trial.
Trial report in Journal of general internal medicine, 2008. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT00466453 (Adapting Web-based Instruction to Learner Baseline Knowledge), which is not on this map. Cited by 15 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Adapting Web-based Instruction to Learner Baseline Knowledge: A Randomized Controlled Trial
Who cites it
15 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis.BMJ open · 2019Pooled it
- E-learning for health professionals.The Cochrane database of systematic reviews · 2018Pooled it
- Family medicine residents' perspectives on different teaching modalities used throughout their training.Journal of family medicine and primary care · 2023Article
- Preparing Neurology Residents and Advanced Practice Providers for the COVID-19 ICU-A Neurocritical Care Led Intervention.The Neurohospitalist · 2021Article
- Online training in evidence-based medicine and research methods for GP registrars: a mixed-methods evaluation of engagement and impact.BMC medical education · 2021Article
- Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19.Journal of academic ophthalmology (2017) · 2021Article
- Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan.Canadian medical education journal · 2020Article
- Using an Adaptive, Self-Directed Web-Based Learning Module to Enhance Residents' Medical Knowledge Prior to a New Clinical Rotation.Medical science educator · 2019Article
- Online patient safety education programme for junior doctors: is it worthwhile?Irish journal of medical science · 2016Article
- An interactive web-based project to stimulate internal medicine resident reading using board-type questions.Proceedings (Baylor University. Medical Center) · 2015Article
- Canadian Otolaryngology - Head and Neck Surgery clerkship curricula: evolving toward tomorrow's learners.Journal of otolaryngology - head & neck surgery = Le Journal d'oto-rhino-laryngologie et de chirurgie cervico-faciale · 2013Article
- Assessing medical students' self-regulation as aptitude in computer-based learning.Advances in health sciences education : theory and practice · 2011Article
- Resident self-assessment and self-reflection: University of Wisconsin-Madison's Five-Year Study.Journal of general internal medicine · 2009Article
- Navigating the JGIM Special Issue on Medical Education.Journal of general internal medicine · 2008Article
- A successful guide in understanding Latino immigrant patients: an aid for health care professionals.Family & community healthArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIncreased clinical demands and decreased available time accentuate the need for efficient learning in postgraduate medical training. Adapting Web-based learning (WBL) to learners' prior knowledge may improve efficiency.
objectiveWe hypothesized that time spent learning would be shorter and test scores not adversely affected for residents who used a WBL intervention that adapted to prior knowledge.
designRandomized, crossover trial.
settingAcademic internal medicine residency program continuity clinic.
participants122 internal medicine residents.
interventionsFour WBL modules on ambulatory medicine were developed in standard and adaptive formats. The adaptive format allowed learners who correctly answered case-based questions to skip the corresponding content. MEASUREMENTS AND MAIN
resultsThe measurements were knowledge posttest, time spent on modules, and format preference. One hundred twenty-two residents completed at least 1 module, and 111 completed all 4. Knowledge scores were similar between the adaptive format (mean +/- standard error of the mean, 76.2 +/- 0.9) and standard (77.2 +/- 0.9, 95% confidence interval [CI] for difference -3.0 to 1.0, P = .34). However, time spent was lower for the adaptive format (29.3 minutes [CI 26.0 to 33.0] per module) than for the standard (35.6 [31.6 to 40.3]), an 18% decrease in time (CI 9 to 26%, P = .0003). Seventy-two of 96 respondents (75%) preferred the adaptive format.
conclusionsAdapting WBL to learners' prior knowledge can reduce learning time without adversely affecting knowledge scores, suggesting greater learning efficiency. In an era where reduced duty hours and growing clinical demands on trainees and faculty limit the time available for learning, such efficiencies will be increasingly important. For clinical trial registration, see http://www.clinicaltrials.gov NCT00466453 ( http://www.clinicaltrials.gov/ct/show/NCT00466453?order=1 ).
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.