A comparison of online versus on-site training in health research methodology: a randomized study

• Published in: BMC medical education 2011-06, Vol.11 (1), p.37-37, Article 37
• Main Authors: Aggarwal, Rakesh, Gupte, Nikhil, Kass, Nancy, Taylor, Holly, Ali, Joseph, Bhan, Anant, Aggarwal, Amita, Sisson, Stephen D, Kanchanaraksa, Sukon, McKenzie-White, Jane, McGready, John, Miotti, Paolo, Bollinger, Robert C
• Format: Article
• Language: English
• Subjects: Adult; Education; Education, Distance; Female; Humans; India; Internet; Male; Medical education; Medical students; Middle Aged; Online education; Research Design; Research Personnel - education; Teaching - methods; Training
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/1472-6920-11-37

Distance learning may be useful for building health research capacity. However, evidence that it can improve knowledge and skills in health research, particularly in resource-poor settings, is limited. We compared the impact and acceptability of teaching two distinct content areas, Biostatistics and Research Ethics, through either on-line distance learning format or traditional on-site training, in a randomized study in India. Our objective was to determine whether on-line courses in Biostatistics and Research Ethics could achieve similar improvements in knowledge, as traditional on-site, classroom-based courses. Volunteer Indian scientists were randomly assigned to one of two arms. Students in Arm 1 attended a 3.5-day on-site course in Biostatistics and completed a 3.5-week on-line course in Research Ethics. Students in Arm 2 attended a 3.5-week on-line course in Biostatistics and 3.5-day on-site course in Research Ethics. For the two course formats, learning objectives, course contents and knowledge tests were identical. Improvement in knowledge immediately and 3-months after course completion, compared to baseline. Baseline characteristics were similar in both arms (n = 29 each). Median knowledge score for Biostatistics increased from a baseline of 49% to 64% (p < 0.001) 3 months after the on-site course, and from 48% to 63% (p = 0.009) after the on-line course. For the on-site Research Ethics course, median score increased from 69% to 83% (p = 0.005), and for the on-line Research Ethics course from 62% to 80% (p < 0.001). Three months after the course, median gains in knowledge scores remained similar for the on-site and on-line platforms for both Biostatistics (16% vs. 12%; p = 0.59) and Research Ethics (17% vs. 13%; p = 0.14). On-line and on-site training formats led to marked and similar improvements of knowledge in Biostatistics and Research Ethics. This, combined with logistical and cost advantages of on-line training, may make on-line courses particularly useful for expanding health research capacity in resource-limited settings.