Interactive versus reproductive learning, a comparison of medical school graduates with participants of a postgraduate CPD session.

Aims: In order to develop the e-learning teaching material for medical professionals who are not physicians, we compared solution-based interactive and reading-based reproductive learning with regard to the increase of knowledge. Furthermore we tried to identify additional factors influencing learning.

Methods: We used a quasi-experimental double-stage study design with pre-test (point of time t(1)), intervention and post-test (point of time t(2)).