Multimedia teaching tools are designed to improve the efficiency of knowledge transfer. Very little research has been done on methods of evaluating such teaching tools to determine whether they are as effective as traditional methods.

Functional Neuroanatomy, a CD-ROM and LAN-based interactive neuroanatomical atlas, facilitates identification of selected human brain structures and provides functional information. Medical students have a great deal to learn in limited time. Accordingly, a major goal in the design of this atlas was that it facilitate rapid, accurate information retrieval.

Our null hypothesis stated that students are able to retrieve accurate information at an equal rate from both Functional Neuroanatomy and a comparable hard-copy atlas.

Our test group was composed of 51 first and second year undergraduate science students who had not yet taken a neuroanatomy course.

Care was taken to ensure that there were no inconsistencies in relevant information between the two information sources. The examinations were marked and the scores analysed by using an unpaired student t-test. The primary comparison was between media within each test. Therefore the mean scores on Part A using both Functional Neuroanatomy and the hard copy atlas were compared followed by the mean scores on Part B using the two media.

The mean scores on Test 2 (the second test completed) were slightly higher than those on Test 1(the first test completed) when comparisons were made within media. The difference was statistically significant using the control atlas (p < 0.03) but not using Functional Neuroanatomy (p = 0.144). The mean scores for parts A and B (different tests) did not differ significantly, regardless of the information source used.

We conclude that we were successful in making the two tests equivalent. Mean scores obtained using Functional Neuroanatomy were significantly higher than those using the control atlas for both Part A and Part B, regardless of which test was completed first (p < 0.0001). When data were controlled for differences in background knowledge and ability, the mean score obtained using Functional Neuroanatomy was 27.6 (± 6.46 S.D.) while the mean score obtained using the control atlas was 18.9 (± 5.6 S.D.), p < 0.0001.

We conclude that students are able to retrieve accurate information faster using Functional Neuroanatomy compared with a control, hard-copy atlas under these test conditions. Post-test interviews suggested that the alphabetized lists and the ì

"search" function in Functional Neuroanatomy facilitated rapid access.

• Participants will understand the challenges faced in developing effective software evaluation strategies
• Participants will gain an understanding of the utility of the quantitative evaluative strategy for evaluating speed of information retrieval and how it is enriched by the inclusion of qualitative post-test interviews.
• Participants will gain familiarity with the characteristics of the multimedia neuroanatomical atlas.

Patricia Stewart
Division of Anatomy, Department of Surgery University of Toronto,
1 King's College Circle
Toronto, Ontario, Canada
M5S 1A8
Phone: 416-978-8963
Fax: 416-978-3844
Email: p.stewart@utoronto.ca

CO-AUTHORS:
Nicole Nathan
Joyce Nyhof-Young
Princess Margaret Hospital 5-312
610 University Avenue
Toronto, Ontario
Canada M5G 2M9
Phone: 416-946-4501 X 5838
Fax: 416-946-4442
Email: nicole.nathan@utoronto.ca
joyce.nyhof-young@uhn.on.ca