The purpose of this study was to measure the change in stage of concern, as measured using a modification of the Stages of Concern Questionnaire (SOC)(1), and change in computer skill, measured by questionnaire, due to instructional support via WWW. Individual learning styles were determined as independent variables with Kolb’s Learning Style Inventory (LSI)(2) to determine if learning style was a significant factor related to outcome effects.

This study was conducted during a 16 week immunology block in the veterinary medical curriculum at a university with a lecture-based curriculum. Students participating were in their first year of veterinary school.

The general course format was lecture with graphic representation using PowerPoint™. Course faculty encouraged students to use email and WWW resources by providing supportive course materials in this format. The computer laboratory was readily available to students and personnel were available to support students who were less familiar with computer applications. During the second 8 week segment of the course clinical cases were presented via the WWW. The information regarding a case was available sequentially, requiring students to respond to initial data before more data was presented. Students evaluated the clinical scenario, gathered data and developed a differential diagnosis.

Several measures were taken during this course. During the first week of the course students were requested to complete a Stages Of Concern Questionnaire(1) and a computer skills questionnaire, Kolb's Learning Style Inventory(2). The SOC questionnaire contains 35 items that address 7 stages of concern, allowing documentation of the level of concern regarding an intervention. Kolb's LSI measures attributes to determine if students preferred learning style is converger, diverger, assimilator or accomodator. The skills questionnaire ranked skills with various computer applications, such as word processing and electronic mail, on a 7 point Likert scale (from not skilled to expert). During the final week of the course, the stages of concern and computer skills questionnaire were repeated. Log data was collected as the students completed the clinical cases, as well as a questionnaire about their experience with the case.

Sixty-one students responded to the initial questionnaire. This questionnaire was designed to obtain general information about the individual and to provide a self-assessment of level of expertise’ with computer applications. Of the 61 students reporting, 27 currently have a job outside of veterinary school. Forty-nine reported that they enjoy using computers and 29 currently own computers. Three of the students own Macintosh computers, the others were IBM compatible.

Review of data collected throughout the course indicate that students responded positively to computer applications supporting education. A slight increase in computer skill was reported, as well as a change in stage of concern indicating increased interest in the intervention. Responses indicate that students felt access to course material via computer was appropriate and worthwhile. Most felt that the assignments given over the WWW were appropriate in content and delivery. Comments from students regarding WWW applications for course work indicate the primary concern was access to computers or hardware problems. Students were very receptive of the problem solving format and many would have preferred this format earlier in the semester. There was no statistically significant interaction of learning style and stage of concern.

Questionnaires, LSI and SOC provide indicators of the success of computer applications in support of learning in the professional curriculum. While these measures require resources to implement and compile the data, it is important to seek measures to quantitate the success of an intervention. In this case, course materials provided by WWW were well received and served to augment the course.