PubMed · 8498275
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
V A Daniele. 1993. Quantitative literacy.. https://doi.org/10.1353/aad.2012.0691
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
OBJECTIVES: To identify and measure differences in knowledge of pediatric fluid management procedures between students taught by computer tutorial and others taught by lecture or seminar. DESIGN: Cohort analytic study. SETTING: Two community-based medical school pediatric teaching services. PARTICIPANTS: Eighty-nine third-year medical students with no prior pediatric fluid management experience. INTERVENTIONS: Forty-eight students at one community campus completed a microcomputer-based tutorial program that replaced all teaching sessions in pediatric fluid management. Forty-one students from a similar community campus were taught identical content by a pediatric critical care specialist using a seminar, reading material, and handouts. MAIN OUTCOME MEASURES: Scores on 2 free-answer problems on treatment of a dehydrated child, which were graded by a single evaluator blinded to the teaching method used, and scores on a 20-item multiple-choice examination. RESULTS: The computer instruction group achieved significantly higher test scores than the seminar group for both the multiple-choice examination (81.1% vs 62.2%; P<.001) and the free-answer test (85.4% vs. 61.0%; P<.001). CONCLUSIONS: The computer tutorial in fluid therapy has been an effective means of meeting the defined objectives of the pediatric clerkship. Compared with traditional methods, students taught using the computer achieved significantly higher scores on tests of both factual knowledge and practical problem solving.
Explore the source record for details and available documents.
A meta-analysis was conducted on the relative impact of cooperative, competitive, and individualistic efforts on motor skills performance. Competition was divided into 3 groups: zero sum, appropriate, and unclear. The motor skills tasks were divided into means-interdependent and means-independent tasks. The dependent variables were achievement-performance, interpersonal attraction, social support, and self-esteem. A total of 64 studies met the criteria for inclusion. Effects sizes were computed, and confidence intervals were used to determine their significance. A fail-safe sample size was computed to determine how many additional studies were needed to change the significance of the results. Cooperation resulted in higher achievement for means-interdependent tasks in zero-sum competition, unclear competition, and individualistic efforts, and it promoted higher achievement for means-independent tasks for unclear competition and individualistic efforts. For all comparisons, cooperation resulted in greater interpersonal attraction, social support, and self-esteem.