Applying multimedia design principles enhances learning in medical education

Medical Education 2011: 45: 818–826 Context  The Association of American Medical Colleges’ Institute for Improving Medical Education’s report entitled ‘Effective Use of Educational Technology’ called on researchers to study the effectiveness of multimedia design principles. These principles were emp...

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Bibliographic Details
Published in:Medical education 2011-08, Vol.45 (8), p.818-826
Main Authors: Issa, Nabil, Schuller, Mary, Santacaterina, Susan, Shapiro, Michael, Wang, Edward, Mayer, Richard E, DaRosa, Debra A
Format: Article
Language:English
Subjects:
Analysis of Variance
Biological and medical sciences
Case-Control Studies
Education, Medical - methods
Educational Measurement - standards
Health participants
Humans
Learning
Medical sciences
Miscellaneous
Multimedia
Public health. Hygiene
Public health. Hygiene-occupational medicine
Retention (Psychology)
Students, Medical - psychology
Teaching
Teaching Materials
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Summary:Medical Education 2011: 45: 818–826 Context  The Association of American Medical Colleges’ Institute for Improving Medical Education’s report entitled ‘Effective Use of Educational Technology’ called on researchers to study the effectiveness of multimedia design principles. These principles were empirically shown to result in superior learning when used with college students in laboratory studies, but have not been studied with undergraduate medical students as participants. Methods  A pre‐test/post‐test control group design was used, in which the traditional‐learning group received a lecture on shock using traditionally designed slides and the modified‐design group received the same lecture using slides modified in accord with Mayer’s principles of multimedia design. Participants included Year 3 medical students at a private, midwestern medical school progressing through their surgery clerkship during the academic year 2009–2010. The medical school divides students into four groups; each group attends the surgery clerkship during one of the four quarters of the academic year. Students in the second and third quarters served as the modified‐design group (n = 91) and students in the fourth‐quarter clerkship served as the traditional‐design group (n = 39). Results  Both student cohorts had similar levels of pre‐lecture knowledge. Both groups showed significant improvements in retention (p 
ISSN:0308-0110
1365-2923
DOI:10.1111/j.1365-2923.2011.03988.x