Tonsillectomy and adenoidectomy.
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Adenoidectomy↗
Biomedical subjects
Joseph Gigante
Publications and source records attributed to Joseph Gigante.
A randomised trial of an online lecture with and without audio.
OBJECTIVE: To determine the impact of adding audio-feed to an online lecture on screening given to medical students who were participating in an outpatient clerkship. DESIGN: Prospective, randomised, controlled study. SETTING: Vanderbilt University School of Medicine, Nashville and Wake Forest Medical School, Winston-Salem. PARTICIPANTS: A total of 59 Years 3 and 4 medical students. MAIN OUTCOME MEASURES: Students' use of time, satisfaction with the lecture experience, and knowledge. Educational intervention The online lecture was developed at Vanderbilt University. At Vanderbilt, 16 Year 4 medical students were randomised to the lecture on screening with audio and 17 Year 4 medical students were randomised to the same lecture without audio. At Wake Forest, 13 Year 3 medical students were randomised to the lecture on screening with audio and 13 Year 3 students were randomised to the same lecture without audio. RESULTS: The audio lecture required 20 more minutes to complete than the non-audio lecture. Students in the audio group were more satisfied with their experience than students in the non-audio group. Students in the audio-feed group achieved a trend for higher post-intervention knowledge scores, with the difference attributed to the students at Vanderbilt. CONCLUSION: Audio narration is an important aspect of an online lecture. The distribution of online lectures to students at different sites and different training levels requires further study.
Analysis of Variance↗
Learning about screening using an online or live lecture: does it matter?
OBJECTIVE: To determine the impact of an online lecture versus a live lecture on screening given to medical students who are participating in an outpatient clerkship. DESIGN: Prospective, randomized, controlled study. PARTICIPANTS AND SETTING: Ninety-five senior medical students in a primary care medicine clerkship based at university and distant clinic sites. INTERVENTION AND MEASUREMENTS: Forty-eight medical students were randomized to the live lecture on screening (live lecture group), and forty-seven medical students were randomized to the online lecture on screening (online lecture group). Outcome measures included students' knowledge, use of time, and satisfaction with the lecture experience. RESULTS: Compared to students in the live lecture group, students in the online lecture group demonstrated equal post-intervention knowledge of screening (P =.91) and expended 50 minutes less time to complete the lecture. Online lecture students who used the audio feed of the lecture were equally satisfied with the lecture as the live lecture students. Without the audio feed, online lecture students were less satisfied. CONCLUSIONS: An online lecture on screening is a feasible, efficient, and effective method to teach students on outpatient clerkships about principles of screening.
Adult↗