Design and Effectiveness of Self-Directed Interactive Learning Modules Based on PowerPoint™

Computer-assisted or e-learning modules can be an effective mode of education, particularly if they incorporate interactivity and feedback. However, such modules can face barriers to adoption by faculty, particularly when they involve the use of new software. In this report, we describe the generation of e-learning modules derived using standard features of PowerPoint™ that include feedback and require active engagement by students. These modules, that we term Interactive PowerPoints™ or IPPs, have been used in a variety of settings within the pre-clerkship years of a standard medical (MD) curriculum. Our analysis demonstrates that use of IPPs as supplementary material can enhance performance on standard multiple choice exam questions and are at least equivalent in efficacy to didactic lectures for delivery of specific concepts. In addition, use of IPPs for practice Genetics problems resulted in a significant increase in student perceptions of comprehension and ability to apply knowledge. Finally, students indicated a distinct preference for blended learning experiences incorporating IPPs. Thus, IPPs represent a low-cost, easily adoptable e-learning mechanism that provides for an efficient and interactive learning experience for medical students.