Computer-assisted teaching of nutritional anemias and diabetes to first-year medical students.

BACKGROUND Seven computer-based Nutrition in Medicine interactive modules for teaching nutrition are available for instruction in medical schools. OBJECTIVE The goal of this study was to evaluate the instructional efficacy of the Nutritional Anemias and the Diabetes and Weight Management: Aberrations in Glucose Metabolism modules when used by first-year medical students. DESIGN The modules were introduced at Meharry Medical College to enhance its nutrition course for first-year medical students. Eighty medical students used the Anemias and Diabetes modules as an obligatory component of the course. Students were divided into 20 study groups of 4 and were required to answer multiple-choice questions to test their nutrition knowledge before and after use of the module. RESULTS On average, students spent 1.89 +/- 0.99 h studying each module, and most students (70%) reported viewing modules in more than one session. The percentage of correct responses to 12 knowledge questions from each module increased from 25% before use of the module to 74% immediately after its use and remained high (59%) 8 mo later. The pattern of knowledge retention, however, had some unpredictability. On the midterm examination, 72% of the students correctly answered questions related to nutritional anemias and nutrition aspects of diabetes. This was a 15% increase in knowledge of these 2 areas when compared with results obtained from first-year medical students 1 y earlier who had not used the modules. CONCLUSIONS The modules tested are effective tools for teaching nutritional and health issues of anemias and diabetes to first-year medical students.