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首页> 外文期刊>Academic radiology >Linear versus web-style layout of computer tutorials for medical student learning of radiograph interpretation.
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Linear versus web-style layout of computer tutorials for medical student learning of radiograph interpretation.

机译：线性与网络样式的计算机教程布局，供医学学生学习X射线片解释。

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RATIONALE AND OBJECTIVE: We sought to determine which is more effective in increasing skill in radiograph interpretation: a linear (PowerPoint-style) computer tutorial that locks the student into a fixed path through the material or a branched (Web-style) version that allows random access. MATERIALS AND METHODS: We prepared a computer tutorial for learning how to interpret cervical spine radiographs. The tutorial has 66 screens including radiographs or graphics on almost every page and five unknown radiographs for the student to interpret. One version (linear) presents the material in a linear sequence with the unknown radiographs heading up "chapters" detailing an important aspect of the task. In the second (branched) version, the same 66 screens were accessed through hyperlinks in a frame beside the unknown radiographs. One hundred thirty-nine medical students at two sites participated in a randomized single-blinded controlled experiment. They interpreted cervical spine images as a pretest and then completed one of the two tutorial versions. Afterward, they did the same examination as a post-test. RESULTS: The tutorial was successful, in both layouts, in improving the subjects' ability to interpret cervical spine radiograph images (effect size 2.1; 95% confidence interval 1.7-2.5). However, the layout did not make a difference to their gain in ability. Students in the linear group completed the tutorial in 17% less time (P < .001) but were slightly less likely to rate the tutorial as "valuable." CONCLUSION: For these novice learners, computer tutorial layout does not affect knowledge gain. Students may be more satisfied with the linear layout, but in time-pressured situations, the Web-style layout may be preferable because it is more efficient.
机译：理由和目的：我们试图确定哪种方法在提高X线片解释技能方面更有效：线性（PowerPoint样式）计算机教程，可将学生锁定在通过材料的固定路径或分支（网络样式）版本中，随机访问。材料与方法：我们编写了计算机教程，以学习如何解释颈椎X线片。教程几乎每页都有66个屏幕，包括射线照片或图形，还有五张未知的射线照片供学生解释。一种形式（线性）以线性顺序呈现材料，未知的射线照片以“章节”为标题，详细说明了任务的重要方面。在第二版（分支版）中，通过未知射线照片旁边框架中的超链接访问了相同的66个屏幕。在两个地点的一百三十九名医学生参加了一项随机单盲对照实验。他们将颈椎图像解释为预测试，然后完成了两个教程版本之一。之后，他们进行了与后期测试相同的检查。结果：在两种布局中，该教程均成功地提高了受试者解释颈椎X射线照片图像的能力（效果大小2.1; 95％置信区间1.7-2.5）。但是，布局对他们的能力提升没有影响。线性小组中的学生完成本教程的时间减少了17％（P <.001），但将本教程评为“有价值”的可能性稍小。结论：对于这些新手学习者，计算机教程的布局不会影响知识的获取。学生可能对线性布局更满意，但是在时间紧迫的情况下，Web样式的布局可能会更可取，因为它效率更高。

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