Mid-Atlantic Cardiac Anesthesiology—Leveraging Virtual Technology to Advance Continuing Medical Education

Linganna, Regina E.; Starks, Victoria B; Weiss, Stuart J.; Feinman, Jared W.; Augoustides, John; Patel, Saumil

doi:10.1053/j.jvca.2022.03.041

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…The virtual simulation experiment was designed to meet the objectives of experimental teaching and replicate real-world experimental environments ( 4 , 5 ). Students engaged in immersive and realistic virtual experiments through human-computer interaction, and acquired necessary skills for independent practice when learners responded in what they perceived as realistic ( 6 , 7 ).…”

Section: Introductionmentioning

confidence: 99%

An investigation for the efficacy of teaching model of combining virtual simulation and real experiment for clinical microbiology examination

Meng,

Liu,

et al. 2024

Front. Med.

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BackgroundAs a convenient teaching tool, virtual simulation experiment technology had been widely utilized in the field of medical education. However, virtual learning could not fully replace the benefits of in-person instruction. Therefore, finding ways to integrate both methods was crucial for achieving optimal educational outcomes. The objective of this study was to compare the effectiveness of the self-built virtual simulation and design experiment combining teaching mode and the traditional experimental teaching mode in the clinical microbiology examination experiment teaching.MethodsThis study was conducted at Shandong First Medical University in China. The experimental group consisted of 100 third-year students from the grade 2020 majoring in medical examination technology, who underwent an innovative teaching model combining virtual and real experiments. The control group comprised of 100 third-year students from the grade 2019 in the same major, who received traditional experimental teaching model. In this study, we referred to grade 2020 as cohort 2020 and grade 2019 cohort 2019. The performance of both groups was assessed via experimental and theoretical testing. Meanwhile, survey questionnaires were administered to evaluate the efficacy of the innovative experimental teaching model and students’ level of satisfaction with it. Cohort 2020 conducted a survey for modules 1 to 4, while cohort 2019 only conducted a survey for module 4, as detailed in the Appendix.ResultsThe majority of students in the experimental group expressed satisfaction with the teaching model that combined virtual and real experiments, as evidenced by their superior performance on both experimental operational skills (87.54 ± 8.93 vs. 82.39 ± 10.55) and theoretical knowledge tests (83.65 ± 9.02 vs. 80.18 ± 8.24) compared to those in the control group.ConclusionThe combination of virtual simulation experiment and design experiment in the microbiological examination of clinical specimens represented an effective pedagogical approach. The instructional approach had the potential to incite a passion for learning, enhance proficiency in standardized experimental techniques, foster the ability to integrate theory with practice, and cultivate clinical reasoning skills.

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Section: Introductionmentioning

confidence: 99%

An investigation for the efficacy of teaching model of combining virtual simulation and real experiment for clinical microbiology examination

Meng,

Liu,

et al. 2024

Front. Med.

View full text Add to dashboard Cite

show abstract

“…Virtual simulation technology is a three-dimensional virtual reconstruction of reality in a computer that gives users an immersive experience in multiple senses such as visual, tactile, and auditory, and enables human–computer interaction with good engagement and operability ( 13 ). VS has been widely used in medical teaching or training in surgery, dentistry, emergency, pediatric emergencies, basic medicine, medical radiography, puncture, and catheterization ( 14 – 17 ). Specifically, in undergraduate education, many studies have revealed that simulation-based learning (SBL) experiences help integrate theoretical knowledge with practice and acquire the skills needed for independent practice when learners respond in what they perceive as realistic settings ( 18 – 20 ).…”

Section: Introductionmentioning

confidence: 99%

Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic

Xie

Wang²,

Pang³

et al. 2022

Front. Med.

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BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has had a great impact on the traditional teaching mode (Lecture-based Learning, LBL) and laboratory teaching. To address this challenge, the researchers conducted online Problem-based learning (PBL) teaching and virtual simulation laboratory teaching through DingTalk, and evaluated the effectiveness of this method in teaching clinical biochemistry.MethodsWith the method of cluster sampling, the researchers randomly selected 60 students from two classes of the Class 2019 as the experimental group for this prospective experimental study. The theory class was taught online PBL through DingTalk, and experimental lectures were given by virtual simulation. After the experimental teaching, students were assessed for theory and operation. Self-administered questionnaires were administered through DingTalk. 65 students from our 2018 medical laboratory class were randomly selected as the control group, and offline LBL and traditional experimental teaching methods were used. Examination results were obtained through teaching portfolios.ResultsThe experimental group had significantly better examination scores in theoretical knowledge and experimental operational skills than the control group (87.45 ± 5.91 vs. 83.52 ± 9.94, P = 0.0095; 87.08 ± 12.42 vs. 80.18 ± 14.04, P = 0.0044). The results of the questionnaire survey revealed that the experimental group was more receptive to the DingTalk-PBL teaching method and virtual simulation laboratory teaching. Moreover, this hybrid teaching method was more effective in promoting basic knowledge understanding (95.0%, 57/60), facilitating the mastery of operational skills (93.3, 56/60), cultivating interest in learning (96.7%, 58/60), training clinical thinking (95.0%, 57/60), improving communication skills (95.0%, 57/60), and enhancing self-learning ability (91.7%, 55/60) and was more satisfying than traditional teaching method (all P < 0.05).ConclusionThe DingTalk-based PBL method combined with virtual simulation experiments was an effective and acceptable teaching strategy during the pandemic compared with the traditional teaching method.

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The Year in Graduate Medical Education: Selected Highlights From 2022

Patel¹,

Notarianni

Martin

et al. 2023

Journal of Cardiothoracic and Vascular Anesthesia

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Mid-Atlantic Cardiac Anesthesiology—Leveraging Virtual Technology to Advance Continuing Medical Education

Cited by 4 publications

References 15 publications

An investigation for the efficacy of teaching model of combining virtual simulation and real experiment for clinical microbiology examination

An investigation for the efficacy of teaching model of combining virtual simulation and real experiment for clinical microbiology examination

Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic

The Year in Graduate Medical Education: Selected Highlights From 2022

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