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Wiecha JM, Chetty VK, Pollard T, et al. Web-based versus face-to-face learning of diabetes management: the results of a comparative trial of educational methods. Fam Med. 2006;38(9):647-52
Wiecha, J. M., Chetty, V. K., Pollard, T., & Shaw, P. F. (2006). Web-based versus face-to-face learning of diabetes management: the results of a comparative trial of educational methods. Family medicine, 38(9), 647-52.
Wiecha, John M, et al. "Web-based versus face-to-face learning of diabetes management: the results of a comparative trial of educational methods." Family medicine vol. 38,9 (2006): 647-52.
Wiecha JM, Chetty VK, Pollard T, Shaw PF. Web-based versus face-to-face learning of diabetes management: the results of a comparative trial of educational methods. Fam Med. 2006 Oct;38(9):647-52. PMID: 17009189.
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Fam Med. 2006 Oct;38(9):647-52.

Web-based versus face-to-face learning of diabetes management: the results of a comparative trial of educational methods.

Family medicine

John M Wiecha, V K Chetty, Timothy Pollard, Petter F Shaw

Affiliations

  1. Department of Family Medicine, Boston University, Boston Medical Center, 1 BMC Place, Boston, MA 02118, USA. [email protected]

PMID: 17009189

Abstract

BACKGROUND AND OBJECTIVES: Relatively little is known about the effectiveness of Web-based learning (WBL) in medical education and how it compares to conventional methods. This study examined the influence of an interactive, online curriculum in a third-year medical school family medicine clerkship on students' ability to create a management plan for a patient newly diagnosed with type 2 diabetes. We also evaluated how the online curriculum compared to a conventionally taught curriculum.

METHODS: The online course included three integrated activities: (1) self-study modules, (2) a patient case study, and (3) a moderated discussion board for posting and discussing patient care plans. The WBL curriculum was compared to small-group case-based sessions with a faculty facilitator. Students completed a test case before and after the clerkship.

RESULTS: Among standard-of-care diabetic management interventions not ordered on the pretest, 38% were subsequently correctly ordered by WBL students on the posttest, versus 33% by students in the comparison group. For four out of five subgroups assessed on the case write-ups, the gain from before to after the clerkship favored the WBL group.

CONCLUSIONS: Improvement among students learning online exceeded that of students learning face to face. This suggests superiority of the online method, a finding consistent with other recently published, well-controlled studies.

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