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Virtual patient simulations and optimal social learning context: A replication of an aptitude-treatment interaction effect

机译：虚拟患者模拟和最佳社交学习环境：适应性治疗相互作用效应的复制

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Background: 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. Aim: Compare learning outcomes and perspectives between students interacting with VPs in individual and team contexts. Methods: 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. Results: 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 < 0.001); 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. Conclusion: 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.
机译：背景：当缺乏罕见疾病（例如颅神经（CN）麻痹）的活患者时，虚拟患者（VP）提供了宝贵的替代治疗机会;但是，关于模拟和最佳社交学习环境知之甚少。目的：比较在个人和团队环境下与VP互动的学生之间的学习成果和观点。方法：使用神经系统检查演练虚拟环境（NERVE），随机分配了78名医学生进行面试，并以个人或三人一组的形式对四个可能造成CN损伤的VP进行了访谈。通过诊断准确性和模拟前/模拟后知识得分来衡量学习。模拟后收集学习情境的观点。结果：与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％）。在两种情况下，知识得分均显着提高（p <0.001）;然而，观察到了显着的适应性-治疗相互作用效应（p = 0.04）。在测试前分数≤25.8％的情况下，团队中的学生在测试后的分数（43.1％）显着高于个人（43.1％）（p = 0.03）。学生们建议在团队中通过其他五个模式时机组合实施将来的NERVE练习。结论：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。将来最好与医学生在团队环境中实施NERVE经验。

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