Physicians learning via the model-based e-learning program scored significantly higher on the posttest than physicians receiving lecture-based teaching¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental e-learning group achieved significantly higher posttest learning scores (17.53±0.94) than the lecture-based control group (15.2±1.29). → Omrani 2012
Evidence¶
Omrani 2012¶
Omrani, S., Fardanesh, H., Hemmati, N., & Hemmati, N. (2012). Exploring an appropriate instructional design model for continuing medical education. Turkish Online Journal of Distance Education, 13(3). https://eric.ed.gov/?id=EJ997826
q2 · i? · causal · r2
Quasi-experiment with 60 general physicians and assistants randomly assigned to experimental (n=30) and control (n=30) groups; Table 2 reports posttest means with t = 7.98, p = 0.001, showing the e-learning group "17.53±0.94" versus control 15.2±1.29.
"there was significant difference between posttest scores (15.2±1.29 VS. 17.53±0.94, p<0.05) in both groups (table 2)."
Discussion¶
Related Claims¶
- In a randomised trial of 80 first-year postgraduate oncology trainees, CBL produced significantly higher examination scores and satisfaction than traditional lecture-based learning, though confidence intervals crossed the null for examination results — a broader claim this one bears on
- Students taught with academic controversy lessons significantly outperformed students taught by traditional lecture on the TUCE overall post-test score in post-secondary macroeconomics — a broader claim this one bears on
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — a broader claim this one bears on
- Undergraduate students using a web-based ITS scored significantly higher on the post-test than students receiving traditional face-to-face instruction — related
- Internet-based learning and traditional lecture produce no significant difference in CPR knowledge gains for physicians — related
- Physicians learning CPR via IBL required substantially less time than the six-hour traditional lecture — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.