A randomized controlled trial of two different types of web-based instructional methods: One with case-based scenarios and one without

Figures & data

Figure 1. Sample slides from the self-paced learning modules on Medicare, showing the information slide common to both modules and the case example slides included in only one module.

Table 1.  Demographic characteristics of participating students at the time of the first and second knowledge tests

	No. of cases	%	Cases	%	p
First test
N = 124	67	54	57	46
Mean age (SD)	27	(3.7)	28	(2.7)	0.390
Gender
M	39	58	30	53	0.533
F	28	42	27	47
Degree program
MD	56	84	47	82	0.868
MD–MPH or –PhD	11	16	10	18
Second test
N = 60	37	52	23	48
Mean age (SD)	28	(3.0)	27	(1.9)	0.498
Gender
M	26	70	9	39	0.017
F	11	30	14	61
Degree program
MD	33	89	18	78	0.249
MD–MPH or –PhD	4	11	5	22

Note: p-values are for differences between the group randomized to learning modules with no case examples and to modules with case examples.

Table 2.  Differences in mean number of correct responses, mean study time, and mean learning efficiency between the group randomized to learning modules with case examples and those without, at the time of the first and second knowledge tests

	No of cases	Cases	Diff.	p	Cohen's d
First test
N	65	57
Mean number of correct responses (SD)	8.9 (1.86)	10.0 (1.03)	−1.05	<0.001	−0.60
Mean minutes of study (SD)	9.2 (2.72)	12.6 (3.14)	−3.40	<0.001	−1.19
Mean learning efficiency^a (SD)	1.0 (0.34)	0.83 (0.21)	0.21	<0.001	0.71
Second test
N	35	23
Mean number of correct responses (SD)	4.2 (1.63)	4.7 (1.45)	−0.55	0.095	−0.32
Mean minutes of study (SD)	9.2 (2.66)	12.8 (2.95)	−3.63	<0.001	−1.30
Mean learning efficiency^a (SD)	0.50 (0.24)	0.39 (0.17)	0.11	0.035	0.52

Note: ^aCorrect responses per minute of study.