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Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case
Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.
KTH, School of Technology and Health (STH), Medical Engineering, Neuronic Engineering.
KTH, School of Technology and Health (STH), Medical Engineering, Neuronic Engineering.
Department of Psychology, Umeå University, Umeå, Sweden.
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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
International Journal of Medical Education , 2018. Vol. 9, p. 86-92
Keyword [en]
Simulation-based trauma education, virtual patient, knowledge retention, biomechanics
National Category
Other Medical Engineering
Identifiers
URN: urn:nbn:se:kth:diva-226875ISI: 000429160200001PubMedID: 29599421OAI: oai:DiVA.org:kth-226875DiVA, id: diva2:1201693
Note

QC 20180504

Available from: 2018-04-26 Created: 2018-04-26 Last updated: 2018-05-04Bibliographically approved

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