|
|
|
|
||
|
|
|
|||
| Your Location: Home > Volume 15, Issue 4 | |||||
|
CURRENT ISSUE
BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH |
Volume 15 (4)
Volume 15, Issue 4, December 1995 
J Contin Educ Health Prof 1995; 15(4):231-234
ORIGINAL ARTICLE
Jay Silverberg, MD, FRCPC, FACP Anne Taylor-Vaisey, BA, MLS John Paul Szalai, PhD Jane Tipping, MAEd A b s t r a c t At an annual continuing medical education (CME) event, the subject of the management of asthma in pregnancy was taught to attendees using a lecture format and, in consecutive years, a small group interactive teaching format was used. For both years of the study, knowledge retention was assessed by comparing multiple choice test scores on a pre-test, a post-test, taken shortly after the educational intervention, and a follow-up test taken 3 months after the educational intervention. Scores showed a significant improvement following the lecture and small group teaching formats for the post-test and follow-up tests. Scores at the preteaching and post-teaching tests were similar for the lecture and small group teaching formats. The scores on the follow-up test, however, were slightly better for the lecture group compared with the small group teaching format, although the difference was small and not significant. We conclude, therefore, that in a CME setting the lecture format of teaching compared favorably with small group learning in terms of knowledge retention. Keywords: Continuing medical education; knowledge retention; lectures; small group interactive learning |
|
|
JCEHP.com & The Journal of Continuing Education in the Health Professions All rights reserved Disclaimer · About This Site · Web Editor · Make JCEHP Your Homepage Information on this site was last updated: 17 June 2009 |
||