Advertisement

Efficacy of a Web-Based Oral Case Presentation Instruction Module: Multicenter Randomized Controlled Trial

Published:January 08, 2018DOI:https://doi.org/10.1016/j.acap.2017.12.010

      Abstract

      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.

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Academic Pediatrics
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • Ruiz J.G.
        • Mintzer M.J.
        • Leipzig R.M.
        The impact of E-learning in medical education.
        Acad Med. 2006; 81: 207-212
        • Greenhalgh T.
        Computer assisted learning in undergraduate medical education.
        BMJ. 2001; 322: 40-44
        • Cook D.A.
        • Levinson A.J.
        • Garside S.
        • et al.
        Internet-based learning in the health professions: a meta-analysis.
        JAMA. 2008; 300: 1181-1196
        • Cook D.A.
        • Levinson A.J.
        • Garside S.
        • et al.
        Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis.
        Acad Med. 2010; 85: 909-922
        • Fall L.H.
        • Berman N.B.
        • Smith S.
        • et al.
        Multi-institutional development and utilization of a computer-assisted learning program for the pediatrics clerkship: the CLIPP project.
        Acad Med. 2005; 80: 847-855
        • Dell M.
        • Lewin L.O.
        • Gigante J.
        What's the story? Expectations for oral case presentations.
        Pediatrics. 2012; 130: 1-4
        • Melvin L.
        • Cavalcanti R.B.
        The oral case presentation: a key tool for assessment and teaching in competency-based medical education.
        JAMA. 2016; 316: 2187-2188
        • Felicia P.
        Handbook of Research on Improving Learning and Motivation Through Educational Games: Multidisciplinary Approaches.
        IGI Global, Hershey, Pa2011
        • Sox C.M.
        • Dell M.
        • Phillipi C.A.
        • et al.
        Feedback on oral presentations during pediatric clerkships: a randomized controlled trial.
        Pediatrics. 2014; 134: 965-971
        • Perkins G.D.
        • Lall R.
        • Quinn T.
        • et al.
        Mechanical versus manual chest compression for out-of-hospital cardiac arrest (PARAMEDIC): a pragmatic, cluster randomised controlled trial.
        Lancet. 2015; 385: 947-955
        • Koek M.B.
        • Buskens E.
        • van Weelden H.
        • et al.
        Home versus outpatient ultraviolet B phototherapy for mild to severe psoriasis: pragmatic multicentre randomised controlled non-inferiority trial (PLUTO study).
        BMJ. 2009; 338: b1542
        • Patsopoulos N.
        A pragmatic view on pragmatic trials.
        Dialogues Clin Neurosci. 2011; 13: 217-224
        • Meurer W.J.
        • Lewis R.J.
        Cluster randomized trials: evaluating treatments applied to groups.
        JAMA. 2015; 313: 2068-2069
        • Lewin L.O.
        • Beraho L.
        • Dolan S.
        • et al.
        Interrater reliability of an oral case presentation rating tool in a pediatric clerkship.
        Teach Learn Med. 2013; 25: 31-38
        • Donner A.
        • Klar N.
        Pitfalls of and controversies in cluster randomization trials.
        Am J Public Health. 2004; 94: 416-422
        • Jo B.
        • Ginexi E.M.
        • Ialongo N.S.
        Handling missing data in randomized experiments with noncompliance.
        Prev Sci. 2010; 11: 384-396
        • El Alaoui S.
        • Hedman E.
        • Kaldo V.
        • et al.
        Effectiveness of internet-based cognitive-behavior therapy for social anxiety disorder in clinical psychiatry.
        J Consult Clin Psychol. 2015; 83: 902-914
        • El Alaoui S.
        • Ljótsson B.
        • Hedman E.
        • et al.
        Predictors of symptomatic change and adherence in internet-based cognitive behaviour therapy for social anxiety disorder in routine psychiatric care.
        PLoS ONE. 2015; 10 (e0124258)
        • Song L.
        • Hill J.R.
        A conceptual model for understanding self-directed learning in online environments.
        JIOL. 2007; 6
        • Schifferdecker K.E.
        • Berman N.B.
        • Fall L.H.
        • et al.
        Adoption of computer-assisted learning in medical education: the educators' perspective.
        Med Educ. 2012; 46: 1063-1073
        • Kies S.M.
        • Roth V.
        • Rowland M.
        Association of third-year medical students' first clerkship with overall clerkship performance and examination scores.
        JAMA. 2010; 304: 1220-1226
        • Ouyang W.
        • Cuddy M.M.
        • Swanson D.B.
        US medical student performance on the NBME subject examination in internal medicine: do clerkship sequence and clerkship length matter?.
        J Gen Intern Med. 2015; 30: 1307-1312
        • Reteguiz J.A.
        • Crosson J.
        Clerkship order and performance on family medicine and internal medicine National Board of Medical Examiners exams.
        Fam Med. 2002; 34: 604-608