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Virtual patient simulation for learning and assessment: Superior results in comparison with regular course exams.

机译：用于学习和评估的虚拟患者模拟：与常规课程考试相比，结果更为出色。

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BACKGROUND: Our study aimed to observe the differences in assessment results between virtual patient simulation (VPS) and regular course exams in an Internal Medicine course for undergraduate medical students. METHODS: Four cohorts of students (n = 216) used: a VPS or lectures for learning (terms 1 and 2); VPS and lectures or only lectures (term 3); and a paired set-up with both VPS and lectures (term 4). The assessment results, measured with both a VPS-based exam and a paper-based exam, were compared. A scoring rubric (0-6), developed and validated for the purpose of the trial, was applied to both types of assessment. Mean score differences of the results were compared for the four cohorts. RESULTS: Both VPS and regular examination results were significantly higher in the VPS group compared to regular exam group (p < 0.001) in terms 1, 2 and 3. The paired mean difference in term 4 was 0.66 (95% confidence interval (CI) 0.50, 0.83; p < 0.001) for haematology and 0.57 (95% CI 0.45, 0.69; p < 0.001) for cardiology. CONCLUSION: Our findings suggest that using VPS both for learning and for assessment supports learning. VPS are better than traditional assessment methods when the virtual application is used for both learning and evaluation.
机译：背景：我们的研究旨在观察虚拟医学模拟（VPS）与本科医学生的内科课程常规课程考试之间评估结果的差异。方法：使用四组学生（n = 216）：VPS或学习课程（第1和第2学期）; VPS和讲座或仅讲座（第3学期）;以及VPS和讲座的配对设置（第4学期）。比较了通过基于VPS的考试和基于纸质考试的评估结果。为试验目的开发和验证的评分标准（0-6）被应用于两种评估类型。比较了四个队列的结果的平均得分差异。结果：VPS组和常规检查结果在第1、2和3项中均比常规检查组显着更高（p <0.001）。第4阶段的配对平均差为0.66（95％置信区间（CI））血液学为0.50，0.83; p <0.001），心脏病学为0.57（95％CI 0.45，0.69; p <0.001）。结论：我们的研究结果表明，将VPS用于学习和评估都支持学习。当虚拟应用程序用于学习和评估时，VPS比传统评估方法更好。

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