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

Abstract

ObjectivesTo 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. MethodsA 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. ResultsThere 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 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. ConclusionsParticipants’ levels engagement were reported in favor of the VP format. Similar knowledge retention was achieved through either a Virtual Patient or a recorded lecture.

Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

“…A total of 25 studies compared virtual patients with traditional education [53-77], 11 compared a blend of virtual patients and traditional education with traditional education [50,52,78-86], 5 studies compared virtual patients with different forms of digital health education [51,87-90], and 10 studies compared different types of virtual patient interventions [91-100].…”

360 virtual reality pediatric mass casualty incident: A cross sectional observational study of triage and out‐of‐hospital intervention accuracy at a national conference

“…It is consistent with others' findings that 360 VR can effectively differentiate learners based on training level. [7][8][9]21 Post-survey Likert scale scores showed high acceptance of 360 VR as a training modality and viewed it as engaging and enjoyable. Overall subjects had overwhelmingly positive interactions with VR, and were enthusiastic for it to be used in further VR learning.…”

“…13,14,[17][18][19] 360 VR offers several benefits over simulation, given its ease of distribution, high engagement, and portability. 9,11,20,21 In contrast to live simulation, 360 VR modules can be accessed at any time, at the learners' leisure. This ability to train and be assessed asynchronously is a key advantage of 360 VR in helping refresh skills and prevent knowledge decay.…”

VIDA-Nursing v1.0: immersive virtual reality in vacuum blood collection among adults

“…VR simulations have proven to be feasible, as reported by recent international studies, with important results both to support human resources training and the treatment of patients. There are two clinical trials reporting results in the treatment of patients (15)(16) and five clinical trials addressing the training of human resources (17)(18)(19)(20)(21) .…”