Virtual patient simulations and optimal social learning context: a replication of an aptitude-treatment interaction effect.
Virtual patient simulations and optimal social learning context: a replication of an aptitude-treatment interaction effect.
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DOI：
10.3109/0142159x.2014.890702
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发表时间：
2014-06
期刊：
影响因子：
4.7
通讯作者：
Cendan JC
中科院分区：
文献类型：
--
作者：
Johnson TR;Lyons R;Kopper R;Johnsen KJ;Lok BC;Cendan JC
虚拟患者（VP）提供了宝贵的替代遭遇时，活的患者罕见的条件，如颅神经（CN）麻痹，是不可用的;然而，很少有人知道关于模拟和最佳的社会学习环境。比较学生在个人和团队环境中与副总裁互动的学习成果和观点。78名医学生被随机分配到采访和检查四个VP可能CN损伤作为个人或三人小组，使用神经检查排练虚拟环境（NERVE）。学习通过诊断准确性和前/后模拟知识得分来衡量。学习情境的观点被收集后模拟。对于CN-IV（p = 0.04;团队= 86.1%;个人= 65.9%）和CN-VI（p = 0.03;团队= 97.2%;个人= 80.5%），团队中的学生提交正确诊断的频率显著高于学生个人。在两种情况下，知识得分均显著增加（p<50.001）;然而，观察到显著的能力-治疗相互作用效应（p = 0.04）。在前测分数≤ 25.8%时，团队中的学生得分（66.7%）显著高于后测的学生个人得分（43.1%）（p = 0.03）。学生们建议在团队中实施未来的NERVE练习，而不是其他五种模式-时间组合。结果使我们能够定义将VP模拟器集成到医学教育中的最佳实践。在未来与医学生一起在团队环境中实施NERVE经验可能更可取。
Virtual patients (VPs) offer valuable alternative encounters when live patients with rare conditions, such as cranial nerve (CN) palsies, are unavailable; however, little is known regarding simulation and optimal social learning context. Compare learning outcomes and perspectives between students interacting with VPs in individual and team contexts. Seventy-eight medical students were randomly assigned to interview and examine four VPs with possible CN damage either as individuals or in three-person teams, using Neurological Examination Rehearsal Virtual Environment (NERVE). Learning was measured through diagnosis accuracy and pre-/post-simulation knowledge scores. Perspectives of learning context were collected post-simulation. Students in teams submitted correct diagnoses significantly more often than students as individuals for CN-IV (p = 0.04; team = 86.1%; individual = 65.9%) and CN-VI (p = 0.03; team = 97.2%; individual = 80.5%). Knowledge scores increased significantly in both contexts (p<50.001); however, a significant aptitude–treatment interaction effect was observed (p = 0.04). At pre-test scores ≤25.8%, students in teams scored significantly higher (66.7%) than students as individuals (43.1%) at post-test (p = 0.03). Students recommended implementing future NERVE exercises in teams over five other modality-timing combinations. Results allow us to define best practices for integrating VP simulators into medical education. Implementing NERVE experiences in team environments with medical students in the future may be preferable.