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Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case
Umeå University, Faculty of Social Sciences, Department of Psychology.
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2018 (English)In: International Journal of Medical Education, ISSN 2042-6372, E-ISSN 2042-6372, Vol. 9, p. 86-92Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
IJME , 2018. Vol. 9, p. 86-92
Keywords [en]
Simulation-based trauma education, virtual patient, knowledge retention, biomechanics
National Category
Educational Sciences Other Medical Sciences not elsewhere specified
Identifiers
URN: urn:nbn:se:umu:diva-147344DOI: 10.5116/ijme.5aa3.ccf2ISI: 000429160200001PubMedID: 29599421OAI: oai:DiVA.org:umu-147344DiVA, id: diva2:1205154
Available from: 2018-05-11 Created: 2018-05-11 Last updated: 2018-06-09Bibliographically approved

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Hedman, Leif

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