Learning by computer simulation does not lead to better test performance than textbook study in the diagnosis and treatment of dysrhythmias.
STUDY OBJECTIVE: To compare computer-based learning with traditional learning methods in studying advanced cardiac life support (ACLS). DESIGN: Prospective, randomized study. SETTING: University hospital. MEASUREMENTS: Senior medical students were randomized to perform computer simulation and textbook study. Each group studied ACLS for 150 minutes. Tests were performed 1 week before, immediately after, and 1 week after the study period. Testing consisted of 20 questions. All questions were formulated in such a way that there was a single best answer. Each student also completed a questionnaire designed to assess computer skills, as well as satisfaction with and benefit from the study materials. MAIN RESULTS: Test scores improved after both textbook study and computer simulation study in both groups, although the improvement in scores was significantly higher for the textbook group only immediately after the study. There was no significant difference between groups in their computer skill and satisfaction with the study materials. The textbook group reported greater benefit from study materials than did the computer simulation group. CONCLUSIONS: Studying ACLS with a hard-copy textbook may be more effective than computer simulation for acquiring simple information during a brief period. However, the difference in effectiveness is likely transient.