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Computer-aided veterinary learning at the University of Cambridge.
Vet Rec
March 1996
Department of Clinical Veterinary Medicine, University of Cambridge.
An approach of computer-assisted learning in veterinary education at the University of Cambridge, involving the development of four types of learning module, is outlined. A tutorial on regional perineural anaesthesia in the horse, based on the familiar tape-slide format but with significant improvements, is described. A question and answer self-assessment package and a computer-based 'digital lecture' are also discussed, together with a case simulation involving the investigation of a polydipsic dog.
View Article and Find Full Text PDFNo difference in teaching effectiveness was found between the use of a series of audiotape slide programmes on clinical physics and measurement with synchronised and manual slide change. Over 93% of the lecture points could be immediately recalled in both instances and significantly different learning abilities among the students were detected. The trial also identified programmes with lower answer scores for possible upgrading.
View Article and Find Full Text PDFA tape/slide course in ophthalmology was used for fifth year medical students at the University of Edinburgh. A statistical comparison between the tape/slide and lecture method of teaching showed no significant difference in examination results: means mark (P greater than 0-50), spread of mark (P greater than 0-05), or in question consistency (P greater than 0-40). The tape/slide method is initially time consuming to produce but has clear advantages in the long term, being of a consistently high standard, easy to present and repeat, useful in revision, for student electives and in lecturers' absence.
View Article and Find Full Text PDFFive successive groups of third-year medical students were identically tested on the subject "diagnosis of early pregnancy" at the end of their course in obstetrics and gynecology. The first group served as control, receiving no specific instruction on the subject. The next four groups did receive instruction on the subject and in the following ways: tape-slide program, lecture, instructional objectives alone, and instructional objectives plus the same tape-slide program.
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