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Randomized Controlled Trial
. 2018 Jul;18(5):535-541.
doi: 10.1016/j.acap.2017.12.010. Epub 2018 Jan 8.

Efficacy of a Web-Based Oral Case Presentation Instruction Module: Multicenter Randomized Controlled Trial

Colin M Sox  1 , Rebecca Tenney-Soeiro  2 , Linda O Lewin  3 , Jeanine Ronan  2 , Mary Brown  4 , Marta King  5 , Rachel Thompson  6 , Michelle Noelck  7 , Jamie S Sutherell  5 , Michael Silverstein  6 , Howard J Cabral  8 , Michael Dell  9
Affiliations
Randomized Controlled Trial

Efficacy of a Web-Based Oral Case Presentation Instruction Module: Multicenter Randomized Controlled Trial

Colin M Sox et al. Acad Pediatr. 2018 Jul.

Abstract

Objective: Effective self-directed educational tools are invaluable. Our objective was to determine whether a self-directed, web-based oral case presentation module would improve medical students' oral case presentations compared to usual curriculum, and with similar efficacy as structured oral presentation faculty feedback sessions.

Methods: We conducted a pragmatic multicenter cluster randomized controlled trial among medical students rotating in pediatric clerkships at 7 US medical schools. In the clerkship's first 14 days, subjects were instructed to complete an online Computer-Assisted Learning in Pediatrics Program (CLIPP) oral case presentation module, an in-person faculty-led case presentation feedback session, or neither (control). At the clerkship's end, evaluators blinded to intervention status rated the quality of students' oral case presentations on a 10-point scale. We conducted intention-to-treat multivariable analyses clustered on clerkship block.

Results: Study participants included 256 CLIPP (32.5%), 263 feedback (33.3%), and 270 control (34.2%) subjects. Only 51.1% of CLIPP subjects completed the assigned presentation module, while 98.5% of feedback subjects participated in presentation feedback sessions. Compared to controls, oral presentation quality was significantly higher in the feedback group (adjusted difference in mean quality, 0.28; 95% confidence interval, 0.08, 0.49) and trended toward being significantly higher in the CLIPP group (0.19; 95% confidence interval, -0.006, 0.38). The quality of presentations in the CLIPP and feedback groups was not significantly different (-0.10; 95% confidence interval, -0.31, 0.11).

Conclusions: The quality of oral case presentations delivered by students randomized to complete the CLIPP module did not differ from faculty-led presentation feedback sessions and was not statistically superior to control.

Keywords: internet-based instruction; medical education research; oral presentation; randomized controlled trial.

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