Development and evaluation of computer-assisted learning (CAL) teaching tools compared to the conventional didactic lecture in pharmacology education

Abstract

Objective Develop and compare the educational benefit of an interactive pharmacology computer assisted learning (CAL) tool, designed according to educational theory, versus the conventional lecture in a pilot study. Evaluate student satisfaction with the tool, identify its place in pharmacology education, and evaluate the educational benefit it may have on student performance using a short-term recall assessment. Methods A computer-based flash animation describing two gastrointestinal drug mechanisms of action was developed. The study group comprised 75 third-year pharmacy students at Griffith University. Ethical approval was granted by the Griffith University Human Ethics Committee. Participants were randomly allocated into four groups, Lecture + CAL (N = 23), CAL (N = 22), Lecture (N = 13) and No intervention (N = 17). Performance was assessed using multiple choice questions. Time taken to answer each question and the quiz as a whole was also compared between the four groups. Participants satisfaction with the tool was also measured using a 5-point Likert scale. Data were analysed statistically by ANOVA testing using GraphPad InStat software (version 3.10). Probability (p) values of less than 0.05 were considered statistically significant. Results Performance as measured by mean test scores was significantly different (p<0.05) in two comparisons only: the Lecture + CAL versus Lecture groups and the Lecture + CAL versus No intervention groups with the Lecture + CAL group outperforming the other groups in both cases. No significant difference (p>0.05) was found by comparing the time to undertake the quiz between the four groups. In addition no significant difference was discovered by comparing the time spent to finish each question between the groups. The majority of participants were satisfied with the CAL and found it easy to use. Conclusion The results of the present study suggest that these self-developed CALs supplement lectures and have the potential to improve students' performance and improve knowledge transfer. Keywords: Computer assisted learning, CAL, E-learning, blended learning, performance assessment.