The impact of multimedia on teaching tropical medicine

This study evaluated the impact of multimedia in the information transfer of subjects specific to Tropical Diseases - Tetanus and Snake Envenoming. we evaluated the autonomous learning process of 76 fourth-year medical students at Botucatu School of Medicine of UNESP, using printed matter, video, and CD-ROM. The students were submitted to a specific test, which was repeated approximately one week later. They were divided into groups and received a kit containing a textbook, a video, and a CD-ROM. These materials were used for out-of-class study. Before the second test, the students gave a seminar, where they discussed and resolved their doubts with their professor. The results of the first test showed averages between 4.27±1.41 and 6,41±1.61. The second test, given after the seminar, presented averages that increased to 8.41±0.76 and 9.52±0.42, significance alfa = 5 per cent. At the end of the course, the students answered a questionnarie, which evaluated the material quality and acquired knowledge. The students concluded that multimedia was a more efficient and quick means for knowledge building than traditional teaching materials. They said that the active participation and interactivity with the CD-ROM were the major differences. The authors continue to study the associated use of printed matter, video, and CD-ROM as a faster alternative to the traditional method of information transfer, which may be of help in the knowledge building process in medical education.

Evaluation of the impact of printed matter, video, and multimedia on the learning/teaching process in tropical diseases

This study evaluated the impact of printed matter, video, and multimedia on the learning/teaching process in Tropical Diseases. Eighty-four of 90 fourth-year medical students at Botucatu School of Medicine of UNESP were evaluated. The students received a kit containing a textbook, a video, and a CD-ROM on the Clinical Study of Tetanus to prepare a seminar on the subject. They were then asked to complete a questionnaire, which led to the following conclusions: 67.86 per cent read the textbook, 91.66 per cent watched the video, and 77.38 per cent explored the CD-ROM. These results were obtained observing the total number of students using each different media. When asked which of these media contributed most, the CD-ROM came out on top. The authors stress that this learning teaching process motivated the students by opening possibilities for new teaching alternatives in medicine.