Learning through a virtual patient vs. recorded lecture : a comparison of knowledge retention in a trauma case
| Autor: | Olivier Courteille, Madelen Fahlstedt, Leif Hedman, Johnson Ho, Hans von Holst, Hans Möller, Uno Fors, Li Felländer-Tsai |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Adult
Male Patient-Specific Modeling Educational measurement Students Medical 020205 medical informatics education Video Recording Computer-Assisted Instruction 02 engineering and technology Virtual reality knowledge retention biomechanics Learning experience Young Adult 03 medical and health sciences 0302 clinical medicine Virtual patient virtual patient Virtual Patient Vs. Recorded Lecture 0202 electrical engineering electronic engineering information engineering Övrig annan medicin och hälsovetenskap Humans Learning 030212 general & internal medicine Educational Sciences Original Research Sweden Medical education Spinal trauma Accidents Traffic Virtual Reality Retention Psychology Problem-Based Learning General Medicine Simulation-based trauma education Knowledge retention Other Medical Sciences not elsewhere specified Knowledge Motorcycles Problem-based learning Wounds and Injuries Female Educational Measurement Psychology Utbildningsvetenskap |
| Zdroj: | International Journal of Medical Education |
| Popis: | Objectives: To compare medical students' and residents' knowledge retention of assessment, diagnosis and treatment procedures, as well as a learning experience, of patients with spinal trauma after training with either a Virtual Patient case or a video-recorded traditional lecture. Methods: A total of 170 volunteers (85 medical students and 85 residents in orthopedic surgery) were randomly allocated (stratified for student/resident and gender) to either a video-recorded standard lecture or a Virtual Patient-based training session where they interactively assessed a clinical case portraying a motorcycle accident. The knowledge retention was assessed by a test immediately following the educational intervention and repeated after a minimum of 2 months. Participants' learning experiences were evaluated with exit questionnaires. A repeated-measures analysis of variance was applied on knowledge scores. A total of 81% (n = 138) of the participants completed both tests. Results: There was a small but significant decline in first and second test results for both groups (F-(1,F-135) = 18.154, p = 0.00). However, no significant differences in short-term and long-term knowledge retention were observed between the two teaching methods. The Virtual Patient group reported higher learning experience levels in engagement, stimulation, general perception, and expectations. Conclusions: Participants' levels engagement were reported in favor of the VP format. Similar knowledge retention was achieved through either a Virtual Patient or a recorded lecture. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|