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*These authors contributed equally to the study.
Correspondence: Hans Möller, Department of Orthopaedics, K54, Karolinska University Hospital, CLINTEC, Karolinska Institutet, SE 141 86 Stockholm, Sweden. Email: [email protected]
Accepted: March 10, 2018
Abstract
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 videorecorded 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, 135) = 18.154, p = 0.00). However, no significant differences in short-term and longterm 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.
Keywords: Simulation-based trauma education, virtual patient, knowledge retention, biomechanics
Introduction
Training future medical professionals means training a generation of digital natives who are accustomed to easily searchable information and who have quick global access to an increasing amount of open online educational programs, e.g., MOOCs (Massive Open Online Courses).1 Along with advances in Internet and computer technology, new challenging and interactive teaching methods, like e-learning and simulation-based learning, have been developed and implemented in medical education.2'3 However, the learning benefits of these new technologies are often overlooked and not always well evaluated by the stakeholders.4,5 Furthermore, little is known about their effectiveness in terms of knowledge understanding and retention.6-8
Research on simulation and gaming in higher education has shown that experiential learning...