Computer‐aided learning: an overvalued educational resource?

AIM: The aim of this study was to evaluate the place of computer-aided learning in a basic science course in the undergraduate medical curriculum at the University of Adelaide. METHODS: A software program was written which would allow students to study the anatomy and physiology of the liver and biliary tree in three different styles. Identical content was produced, matched for each style (problem-based, didactic and free text response) and students randomly allocated to one of four groups (three computer and one control). Students were tested before and after access to the program. RESULTS: Ninety second-year students completed the study. Those students who had access to the material in the problem-based and free text response styles did no better in the post-study test than the controls, whilst the group who had studied the didactically presented computer material performed significantly better than the other three groups. All three computer groups accessed the material on a similar number of occasions, but the group who had access to the free text entry program spent significantly less time on computer study. CONCLUSIONS: If computer materials are to be provided as a learning resource for the basic medical sciences, provision must be made for the style of teaching of the course and the style of learning of the students attending that course.