Abstract
Background. Electronic tools with substantial educational applications are now widely available. Methods. In a prospective, randomized study, the value of Web‐based educational tools for teaching second‐year medical students was evaluated. The 35‐hour, image‐intensive multi‐faculty neoplasia course was selected for the experiment, with 103 students assigned to the control group (C) and 61 to the experimental group (E). Representative password‐controlled multimedia course modules, accessible via the Internet, were developed. The E cohort was exposed to both classroom and Web‐aided materials, whereas the C group had access to the Web modules only after the experiment was concluded (but before the final examination). Pre‐ and post‐exposure questionnaires assessed computer knowledge, familiarity with the Internet, availability of computer access, and the value of Web‐based education for both cohorts. Additionally, pre‐and post‐exposure tests were administered to both cohorts based on educational materials presented in the Web modules. Results. The overall participation rate was 64% (E = 69%; C = 60%). The post‐test showed no major performance difference between the two groups. The questionnaires revealed that: less than 1% of the students had not accessed the Internet previously; less than 5% had not used the Internet for medical education before; 34% felt that computer resources on campus were inadequate; and over 75% found Web‐based education to be an important additional educational resource. The major negative aspect was the slow pace of data transfer for modem‐based home access. Only 1% of students felt that Web‐based education could completely replace traditional teaching. Conclusion. The potential for incorporating Web‐based education in the medical curriculum is considerable.