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Evaluating medical student engagement during virtual patient simulations: a sequential, mixed methods study

机译：在虚拟患者模拟过程中评估医学生的参与度：顺序，混合方法研究

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Student engagement is an important domain for medical education, however, it is difficult to quantify. The goal of this study was to investigate the utility of virtual patient simulations (VPS) for increasing medical student engagement. Our aims were specifically to investigate how and to what extent the VPS foster student engagement. This study took place at A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA), in the USA. First year medical students (n = 108) worked in teams to complete a series of four in-class virtual patient case studies. Student engagement was measured, defined as flow, interest, and relevance. These dimensions were measured using four data collection instruments: researcher observations, classroom photographs, tutor feedback, and an electronic exit survey. Qualitative data were analyzed using a grounded theory approach. Triangulation of findings between the four data sources indicate that VPS foster engagement in three facets: 1) Flow. In general, students enjoyed the activities, and were absorbed in the task at hand. 2) Interest. Students demonstrated interest in the activities, as evidenced by enjoyment, active discussion, and humor. Students remarked upon elements that caused cognitive dissonance: excessive text and classroom noise generated by multi-media and peer conversations. 3) Relevance. VPS were relevant, in terms of situational clinical practice, exam preparation, and obtaining concrete feedback on clinical decisions. Flow. In general, students enjoyed the activities, and were absorbed in the task at hand. Interest. Students demonstrated interest in the activities, as evidenced by enjoyment, active discussion, and humor. Students remarked upon elements that caused cognitive dissonance: excessive text and classroom noise generated by multi-media and peer conversations. Relevance. VPS were relevant, in terms of situational clinical practice, exam preparation, and obtaining concrete feedback on clinical decisions. Researchers successfully introduced a new learning platform into the medical school curriculum. The data collected during this study were also used to improve new learning modules and techniques associated with implementing them in the classroom. Results of this study assert that virtual patient simulations foster engagement in terms of flow, relevance, and interest.
机译：学生参与度是医学教育的重要领域，但是很难量化。这项研究的目的是研究虚拟患者模拟（VPS）在提高医学生参与度方面的效用。我们的目标是专门研究VPS如何以及在多大程度上促进学生的参与度。这项研究是在A.T.美国亚利桑那州斯蒂尔大学整骨医学学院（ATSU-SOMA）。一年级医学生（n = 108）团队合作完成了一系列四个班级虚拟患者案例研究。测量学生的参与度，定义为流量，兴趣和相关性。这些维度是使用四种数据收集工具进行测量的：研究人员观察，教室照片，教师反馈和电子出口调查。使用基础理论方法分析定性数据。四个数据源之间的调查结果的三角测量表明，VPS促进了三个方面的参与：1）流程。通常，学生喜欢这些活动，并专注于手头的任务。 2）利息。学生表现出对活动的兴趣，表现为享受，积极讨论和幽默。学生们评论了引起认知失调的因素：多媒体和同伴交谈中产生的过多文字和教室噪音。 3）相关性。在情境临床实践，考试准备以及获得有关临床决策的具体反馈方面，VPS是相关的。流。通常，学生喜欢这些活动，并专注于手头的任务。利益。学生表现出对活动的兴趣，表现为享受，积极讨论和幽默。学生们评论了引起认知失调的因素：多媒体和同伴交谈中产生的过多文字和教室噪音。关联。在情境临床实践，考试准备以及获得有关临床决策的具体反馈方面，VPS是相关的。研究人员成功地在医学院课程中引入了新的学习平台。这项研究期间收集的数据还用于改进新的学习模块和与在课堂上实施它们相关的技术。这项研究的结果断言，虚拟患者模拟可以促进人流，相关性和兴趣的参与。

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