The Effect of Constructing Versus Solving Virtual Patient Cases on Transfer of Learning: A Randomized Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 39
- 主要终点
- Evaluation of the medical students' management of a simulated patient encounter using a RIME-structured scoring form
研究概览
简要总结
The aim of the study was to explore the effect of actively constructing Virtual patient (VP) cases compared with solving VP cases using 'Web-SP', Stockholm University, Stockholm, Sweden on knowledge gains and skills transfer in a group of pre-clerkship medical students.
详细描述
Solving VP cases is associated with large improvements in learning but its effectiveness is dependent on active student involvement. Constructing VP cases rather than solving them may engage students more actively in encoding new information and integrating it with previous knowledge.
Fourth-year medical students were included and randomized to constructing (intervention) or solving (control) four cardiopulmonary VP cases. The participants were presented with a short case overview. The control group solved the cases, whereas the intervention group also received the final diagnosis and had to complete the history, physical findings, and lab results. After a week, participants completed a transfer test involving two standardized patients presenting a respiratory case and a cardiology case, respectively. Performances were video-recorded and subsequently assessed by two blinded raters using the Reporter-Interpreter- Manager-Educator (RIME) framework. Knowledge gains were assessed using a pre- and post-test of a 95-item Multiple-Response-Questionnaire (MRQ).
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 盲法
- Single (Outcomes Assessor)
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •fourth-year medical students, University of Copenhagen
- •pre-study participation in the mandatory patient encounter skills course
排除标准
- •medical students who had taken the three pre-clerkship years at other universities, because of curriculum discrepancies
研究组 & 干预措施
Intervention
The intervention group were presented with a short case overview introducing four cardiopulmonary VP cases as well as the final diagnosis and had to complete the history, physical findings, and lab results, i.e. constructing VP cases.
干预措施: Constructing VP cases (Other)
Control
The participants were presented with a short case overview introducing four cardiopulmonary VP cases to be solved, i.e. solving VP cases.
干预措施: Solving VP cases (Other)
结局指标
主要结局
Evaluation of the medical students' management of a simulated patient encounter using a RIME-structured scoring form
时间窗: After working with the virtual patient cases for one week +/- 3 days
The scoring form includes assessment on the roles Reporter, Interpreter, Manager and Educators and has been validated for patient encounters like described below. The requirements for the RIME elements have been defined in with a cardiology professor and a consultant respiratory physician. The medical students are exposed to two encounters with simulated patients after working with the virtual patients on their own. The students will obtain history and perform physical examination from the simulated patient for 15 minutes. The will be provided a journal form that can be quickly filled in, the patient encounter is video recorded. After this they have 20 minutes to write the journal in an electronic format. The video recorded patient encounter and the journal will be assessed by two physicians who have experience in rating medical students performance with the scoring form, the raters are blinded for if the students belong to the intervention arm of the study or not.
次要结局
- Multiple Choice/Answers Questionnaire(When entering the study and after working with the virtual patient cases for one week +/- 3 days)
研究者
Rikke Malene H. G. Jepsen
MD, PHD student
Rigshospitalet, Denmark