Adler & Johnson 2000 [13] |
Provide a general overview of literature of computer-aided instruction (CAI) in medical education. |
1,071 |
1966–1998 |
Medicine Education |
Most studies report demonstration projects without evaluative data. More studies are needed in CAI-to-CAI comparative studies rather than CAI-to-Non-CAI studies. Economic analyses associated with applications and technologies are needed. A greater knowledge base needed for understanding how to integrate CAI into a larger medical curriculum and how to evaluate CAI to understand its effectiveness in different learning environments involving different students. |
Chumley-Jones, Dobbie, Alford, 2002 [14] |
Identify aspects of Web-based learning that have been studied. Describe evaluation strategies used in the reviewed studies. |
76 |
1966–2002 |
Medicine, Dental, Nursing |
The majority of studies were descriptive in nature with no evaluative data. Descriptive studies tended to report learners satisfaction with learning tools. Among studies reporting data, the use of pre- & post- knowledge test using multiple choice question format was the most prevalent method. Only one study described direct and indirect costs associated with Web-based vs. text-based learning. Areas of unique contribution of Web-based learning in training of health professionals need to be more clearly defined. |
Letterie 2003 [15] |
To assess the quality of evidence for implementing computer-assisted instruction. |
210 |
1988–2000 |
Medicine |
Most studies were descriptive in nature. Studies positively endorsed featured technology without measure of effectiveness. The most widely used assessment measure included pre- and post-tests of knowledge. Few studies compared computer-assisted instruction with different learning modalities. |
Lau and Bates 2004 [7] |
To examine types and content of e-learning technology in undergraduate medical education. |
50 |
1997–2002 |
Medicine (undergrad) |
The majority of studies descriptive in nature. Lack of study design makes it difficult to judge the quality of descriptive reports. The majority of evaluation measures included user satisfaction, actual usage, subjective feedback, and student performance. |
Curran and Fleet 2005 [9] |
To examine the nature and characteristics of Web-based continuing medical education evaluative outcomes. |
86 |
1966–2003 |
Medicine (continuing medical education) |
The majority of evaluative research is based on participant satisfaction data. Lack of systematic evidence that suggests that Web-based CME enhances clinical practice performance or patient/health outcomes. |
Issenberg, McGaghie, Petrusa, Gordon, & Scalese 2005 [16] |
Review and synthesize existing evidence in the literature of features and uses of high-fidelity medical simulations that lead to effective learning. |
109 |
1966–2003 |
Medicine |
Among the target features, 47% of the reviewed articles reported that feedback is the most important feature of simulation-based medical education; 39% identified repetitive practice as a key feature involving the use of high-fidelity simulations, 25% cited the need to integrate simulation in the curriculum is an essential feature, and 14% highlighted the range of task difficulty as an important variable. Less than 10% of the reviewed studies cited the following features as important factors for simulations: multiple learning strategies, capture clinical variation, controlled environment, individualized learning, defined outcomes, and simulator validity correlated with learning. |