A Comparison of Traditional Textbook and Interactive Computer Learning of Neuromuscular Block

• Published in: Anesthesia and analgesia Vol. 84; no. 3; pp. 657 - 661
• Main Authors: Ohrn, Maria A. K., van Oostrom, Johannes H., van Meurs, Willem L.
• Format: Journal Article
• Language: English
• Published: Hagerstown, MD International Anesthesia Research Society 01-03-1997; Lippincott
• Subjects: Anesthesiology - education; Biological and medical sciences; Computer-Assisted Instruction; Internship and Residency; Medical sciences; Neuromuscular Blockade; Public health. Hygiene; Public health. Hygiene-occupational medicine; Research Design; Software; Teaching. Deontology. Ethics. Legislation; Textbooks as Topic; United States; North America; America; Educational software program; Resident(student); Book; General anesthesia; Anesthesiologist; Medical specialty; Neuromuscular blocking; Comparative study; Occupational training; Public health; Interactive system
• ISSN: 0003-2999; 1526-7598
• DOI: 10.1097/00000539-199703000-00035

We designed an educational software package, RELAX, for teaching first-year anesthesiology residents about the pharmacology and clinical management of neuromuscular blockade. The software uses an interactive, problem-based approach and moves the user through cases in an operating room environment. It can be run on personal computers with Microsoft Windows[TM] (Microsoft Corp., Redmond, WA) and combines video, graphics, and text with mouse-driven user input. We utilized test scores 1) to determine whether our software was beneficial to the educational progress of anesthesiology residents and 2) to compare computer-based learning with textbook learning. Twenty-three residents were divided into two groups matched for age and sex, and a pretest was administered to all 23 residents. There was no significant difference (P > 0.05) in the pretest scores of the two groups. Three weeks later, both groups were subjected to an educational interventionone with our computer software and the other with selected textbooks. Both groups took a posttest immediately after the intervention. The test scores of the computer group improved significantly more (P < 0.05) than those of the textbook group. Although prior to the study the two groups showed no statistical difference in their familiarity with computers, the computer group reported much higher satisfaction with their learning experience than did the textbook group (P < 0.0001).(Anesth Analg 1997;84:657-61)