ReviewCureus2017
Computer-Assisted Learning Applications in Health Educational Informatics: A Review.
Review in Cureus, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- Comparing computer-assisted learning activities for learning clinical neuroscience: a randomized control trial.BMC medical education · 2022Trial
- A Systematic Scoping Review of the Current Applications of Digital Technology in Undergraduate Surgical Education.Cureus · 2025Review
- Developing a Virtual Reality Simulation Program for Improving Nursing Students' Clinical Reasoning Skills in Home Settings: A Protocol Paper.Nursing reports (Pavia, Italy) · 2022Article
- Learning effects of virtual versus high-fidelity simulations in nursing students: a crossover comparison.BMC nursing · 2022Article
- Promoting Active Learning and Student Engagement in Two Different Graduate Courses for Veterinary and Animal Sciences: Cases From Mexico and Denmark.Frontiers in veterinary science · 2022Article
- Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era.JMIR medical education · 2021Article
- Innovative digital tools for new trends in teaching and assessment methods in medical and dental education.Journal of educational evaluation for health professions · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Computer-assisted learning (CAL) as a health informatics application is a useful tool for medical students in the era of expansive knowledge bases and the increasing need for and the consumption of automated and interactive systems. As the scope and breadth of medical knowledge expand, the need for additional learning outside of lecture hours is becoming increasingly important. CAL can be an impactful adjunct to conventional methods that currently exist in the halls of learning. There is an increasing body of literature that suggests that CAL should be a commonplace and the recommended method of learning for medical students. Factors such as technical issues that hinder the performance of CAL are also evaluated. We conclude by encouraging the use of CAL by medical students as a highly beneficial method of learning that complements and enhances lectures and provides intuitive, interactive modulation of a self-paced curriculum based on the individual's academic abilities.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.