Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case

• DOI: 10.5116/ijme.5aa3.ccf2
• Publication Date: 2018-03-29T20:01:17Z
• Authors: Olivier Courteille; Madelen Fahlstedt; Johnson Ho; Leif Hedman; Uno Fors; Hans von Holst; Li Felländer-Tsai; Hans Möller
• Keywords: Knowledge retention; Repeated measures design; Virtual patient; Medical knowledge

To compare medical students' and residents' knowledge retention of assessment, diagnosis treatment procedures, as well a learning experience, patients with spinal trauma after training either Virtual Patient case or video-recorded traditional lecture.A total 170 volunteers (85 students 85 residents in orthopedic surgery) were randomly allocated (stratified for student/resident gender) to standard lecture Patient-based session where they interactively assessed clinical portraying motorcycle accident. The was by test immediately following the educational intervention repeated minimum 2 months. Participants' experiences evaluated exit questionnaires. A repeated-measures analysis variance applied on scores. 81% (n = 138) participants completed both tests.There small but significant decline first second results groups (F(1, 135) 18.154, p 0.00). However, no differences short-term long-term observed between two teaching methods. group reported higher experience levels engagement, stimulation, general perception, expectations.Participants' engagement favor VP format. Similar achieved through recorded lecture.