Interactive versus Reproductive Learning, a Comparison of Medical School Graduates with Participants of a Postgraduate CPD Session

Aims: In order to develop the e-learning teaching material for medical professionals who are not physicians, we compared solution-based interactive and reading-based reproductive learning with regard to the increase of knowledge. Furthermore we tried to identify additional factors influencing learning. Methods: We used a quasi-experimental double-stage study design with pre-test (point of time t(1)), intervention and post-test (point of time t(2)). The classification into three comparable groups was carried out according to the pre-test results. The interactive and reproductive group participated in the intervention but not the control group. All three groups consisted of graduates of medical schools (N=150) and more experienced physiotherapists during continuing training (N=66). The increase of knowledge was assessed by the post-test. The analysis of variance was the most important statistical tool. Results: Interactive learning generated a higher increase of knowledge than reproductive learning but was more time consuming. The two groups which participated in the intervention obtained better results than the control group. The level of education and the prior knowledge also influenced the post-test results. Conclusion: We recommend combining interactive and reproductive approaches for designing the e-learning platform.