Computer-Assisted, Programmed Text, and Lecture Modes of Instruction in Three Medical Training Courses: Comparative Evaluation

摘要

The present study of 700 medical trainees in three different career fields was conducted to reduce the data gap in medical training on the following major questions: (a) Do computer-assisted instruction, programmed text, and lecture differ in instructional effectiveness. (b) Do learners who differ in characteristics (e.g., aptitude and motivation) achieve more in less time under computer-assisted instruction, programmed test or lecture. Computer-assisted instruction was demonstrated to be more effective in less time than programmed text or lecture; however, aptitude, course, and learner characteristics interacted with achievement and time criteria. Learner characteristics profiles of high-fast and low-slow achievers in each condition were provided to facilitate decisions about alternative instructional assignments. (Author)