Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Post-test multiple-choice knowledge scores did not differ significantly between the lecture group and the 4C/ID workshop group. → Khan Abdus Salam 2025

Evidence¶

Khan Abdus Salam 2025¶

Khan Abdus Salam, Khan Muhammad Nasir Ayub, Khan Muhammad I. (2025). Comparing the Lecture-Based Learning With the Four-Component Instructional Design (4C/ID) Model of Learning in Enhancing the Skills of Consent-Taking in the Emergency Department: A Quasi-experimental Study. Cureus. https://doi.org/10.7759/cureus.94133

q2 · i? · causal · r2

A study of 21 emergency care professionals, which its authors call quasi-experimental and also describe as "randomized into two groups" (both in the abstract), assigning them to a lecture (Group A, n=10) or a 4C/ID workshop (Group B, n=11); independent t-tests compared 25-item MCQ scores. Post-test scores 'remained comparable' (p=0.883); no effect size was printed.

"Both groups improved after their respective interventions, but post-test scores remained comparable (Group A: 21.90 ± 2.38 vs. Group B: 21.73 ± 2.87; p=0.883)."

Discussion¶

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it

• A training-design argument, not tested by any study recorded here, holds that practising whole complex tasks improves transfer of complex skills — the general claim this finding bears on, with the studies behind it

• Plotting experience against OSCE results showed no effect of years of emergency department experience on consent-taking skill scores — related
• The 4C/ID group scored higher on consent-taking OSCEs than the lecture group, but the difference was not statistically significant — related
• Focus group participants described role-play as transformative for conceptual clarity and confidence in consent-taking — related
• Workshop students achieved modestly higher final task-performance scores — related
• A 4C/ID-based online learning environment improves upper secondary students' research skills test scores from pretest to posttest — related
• No significant difference between groups on the thermodynamics achievement post-test or cognitive load scale after CLT-based versus lecturer-designed instruction — related