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首页> 外文期刊>BMC Medical Education >Animation and interactivity facilitate acquisition of pediatric life support skills: a randomized controlled trial using virtual patients versus video instruction
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Animation and interactivity facilitate acquisition of pediatric life support skills: a randomized controlled trial using virtual patients versus video instruction

机译：动画和互动有助于促进儿科生命支持技能的获得：使用虚拟患者与视频教学的随机对照试验

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Several promising studies suggest a positive impact of interactive and media-enriched e-learning resources such as virtual patients (VP) on skill acquisition in pediatric basic life support (PBLS). This study investigates which immanent VP components account for this effect. N?=?103 medical students in their 5th year were assigned to one of three groups: a video group prepared with self-instructional videos on PBLS (N?=?37); an animation-enriched VP group with VP containing interactive questions (N?=?35), static and animated media, and a static VP group with VP containing interactive questions and only static media (N?=?31). Subsequent PBLS demonstrations were video-documented and scored for adherence to guideline-based algorithm, temporal demands (such as correct pace of rescue breaths and chest compressions), and quality of procedural steps (e.g., correct head positioning), as well as overall competency by two group-blinded, independent pediatricians. Groups did not differ with regard to adherence to correct algorithm (88.7?±?10.3, 93.3?±?6.7 and 90.3?±?10.5, respectively). Self-instruction with animated media – through videos or animation-enriched VP – resulted in a better adherence to temporal demands, as compared with training with static VP (64.5?±?26.3 and 50.7?±?25.7, respectively, vs. 23.8?±?21.0). Procedural quality by the video group was slightly inferior compared with the animation-enriched VP group (79.5?±?12.3 vs. 82.0?±?11.9), and distinct inferior in overall ‘competent’ ratings (43.2% vs. 65.7%). The static VP group performed considerably most poorly of all three groups (temporal adherence 73.2?±?11.9 and 19.4% ‘competent’ ratings). VP can feasibly enhance PBLS skill acquisition. Thoughtful design of animations and interactivity of the VP further improves such skill acquisition, both in quality of performance and in adherence to temporal demands.
机译：几项有前途的研究表明，交互式的和富媒体的电子学习资源（例如虚拟患者（VP））对儿科基本生命支持（PBLS）中的技能获取有积极影响。这项研究调查了哪些内在的VP组件造成了这种影响。 N？=？103名5年级的医学生被分配到三个小组之一：一个视频小组，在PBLS上准备了自学视频（N == 37）;一个动画丰富的VP组，其中VP包含交互式问题（N？=？35），静态和动画媒体，以及一个静态VP组，其中VP包含交互式问题且仅包含静态媒体（N？=？31）。随后的PBLS演示视频记录并评分，以确保遵循基于指南的算法，时间要求（例如正确的急救呼吸和胸部按压），程序步骤的质量（例如正确的头部位置）以及总体能力由两名盲人独立的儿科医生组成。遵守正确算法的组没有差异（分别为88.7±10.3、93.3±6.7和90.3±10.5）。与使用静态VP进行训练相比，通过动画媒体进行自我指导（通过视频或富含动画的VP）可以更好地遵守时间要求（分别为64.5±26.3和50.7±25.7，而23.8？ ±？21.0）。与富含动画的VP组相比，视频组的程序质量稍差（79.5％±12.3 vs. 82.0％±11.9），并且总体“称职”评分明显较低（43.2％vs. 65.7％）。静态VP组在所有三个组中的表现最差（时间依从性73.2±11.9和19.4％的“合格”评级）。副总裁可以切实提高PBLS技能的掌握。精心设计的动画和VP的交互性，无论是在表演质量还是对时间要求的遵守上，都进一步提高了这种技能的获得。

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