Virtual patient simulation: knowledge gain or knowledge loss?
BACKGROUND
Virtual patients (VPs), high-fidelity simulators and standardized patients are powerful educational interventions leading to effective learning and supporting knowledge retention.


OBJECTIVE
This study explored the variations in retention with VP versus regular learning activities.


METHODS
We conducted a randomized controlled study on early and delayed assessment results of 49 students using VP for learning and examination of haematology and cardiology topics in an Internal Medicine course, by means of a 0-10 scoring rubric.


RESULTS
The mean difference for early assessment with VP (study--control mean score) was 1.43 (95% confidence interval (CI) 0.96, 1.91; p<0.001) for haematology and 1.34 (95% CI 0.93, 1.76; p<0.001) for cardiology. In regular exams, the mean score difference was 2.21 (95% CI 1.3, 3.1; p<0.001) and 1.52 (95% CI 0.76, 2.28; p<0.001), respectively. With delayed assessments, the difference in mean score for Web-SP was 1.48 (95% CI 1.09, 1.86; p<0.001), haematology and 1.16 (95% CI 0.74, 1.58; p<0.001), cardiology; for regular exams the figures were 1.96 (95% CI 0.93, 2.98; p<0.001) and 1.74 (95% CI 0.89, 2.58; p<0.001). The effect size ranged from 0.5 to 0.8.


CONCLUSIONS
Our results indicate better retention with VP than with traditional learning methods.
Botezatu
Mihaela
M
Karolinska Institutet, Stockholm, Sweden. mihaela.botezatu@ki.se
Hult
Håkan
H
Tessma
Mesfin Kassaye
MK
Fors
Uno
U
D002318:Cardiovascular Diseases / Q000175:diagnosis / Q000628:therapy; D003198:Computer Simulation; D004501:Education, Medical / Q000379:methods* / Q000592:standards; D005260:Female; D006402:Hematologic Diseases / Q000175:diagnosis / Q000628:therapy; D006801:Humans; D007388:Internal Medicine / Q000193:education* / Q000379:methods; D008297:Male; D012153:Retention, Psychology; D055815:Young Adult