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A Randomized Trial of Online Lectures: Is a Self-Navigated Format of Multiple Short Lectures Comparable With One Continuous Lecture?

APGO Advisor: Alice R. Goepfert, MD PURPOSE: To evaluate the teaching effectiveness of two different formats of an online lecture. BACKGROUND: Although online lectures are used for medical education, it is not clear which formats of online materials optimize information acquisition for current technology-savvy learners. METHODS: We randomized fourth-year medical students, residents, and fellows from the University of Washington Obstetrics/Gynecology and Family Medicine departments to one of two online lecture formats: a self-navigated set of 12 short lectures (1–3 minutes) compared with a continuous lecture (22 minutes) on red cell alloimmunization. We used surveys to assess overall and lecture group demographics, baseline knowledge, information acquisition with immediate and 4 weeks posttesting and learner satisfaction with the format. We compared demographics with &khgr;2 overall knowledge acquisition with paired t tests, and differences between lecture group with Wilcoxon-Mann Whitney test. RESULTS: We randomized 36 trainees to one of two lecture formats and found no significant differences in learner demographics. Baseline knowledge was lower in the continuous compared with short lecture group (37% compared with 52% correct responses, P=.03). Of the 28 participants who completed the online lectures, knowledge improved significantly (P<.001), but did not differ by lecture format (86% compared with 88% correct, P=.84). Knowledge overall declined at 4 weeks (P<.001) but did not differ by lecture format (73% compared with 77% correct, P=.38). Satisfaction was similar for both lecture formats (79% compared with 65% rated lecture very good/excellent, P=.41). DISCUSSION: Study participants had significant and lasting improvement in their knowledge as well as high satisfaction regardless of the online lecture format.