Abstract

An audio-based method of instruction on the topic of diuretic drugs was compared with the lecture method using a random sample of 66 sophomore medical students. A cognitive test given to measure achievement as a result of the two treatments showed that the average score of 80 percent for the audio group was significantly higher (p smaller than 0.25) than the 75 percent for the lecture group. A comparison of the lowest quartile scores in each group revealed that the audio-based group also scored higher 13 points, p smaller than .05) than the lecture group; however, no difference was noted in the upper three quartile scores of the two groups. The amount of time spent studying did not appear to be a factor. A second test given to meausre attitudes toward the audio method showed strong positive views among students.

Created Date: 09 September 1975; Completed Date: 09 September 1975

© 1975 Association of American Medical Colleges