Blended learning with virtual patients and simulation-based education in undergraduate medical education. Other
Conditions
Interventions
Intervention:
Pre-existing student groups were randomized to one of two educational sequences: (1) completion of a virtual patient (VP) module before participation in simulation-based education (SBE)
Sponsors
University of Bern
Eligibility
Sex/Gender
All
Age
18 Years to 40 Years
Inclusion criteria
Inclusion criteria: 1. Enrolled as an undergraduate medical student at the University of Bern 2. Enrolled in the sixth year of the undergraduate medical curriculum 3. Assigned to a pre-existing simulation group consisting of eight students for the scheduled simulation-based education session 4. Provision of written informed consent to participate in the study
Exclusion criteria
Exclusion criteria: 1. Not enrolled as a sixth-year undergraduate medical student at the University of Bern 2. Not assigned to a scheduled simulation group
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Facilitator assessments measured using a study-specific questionnaire comprising items aligned with the nine predefined learning objectives of the virtual patient (VP) cases, with responses recorded on a 5-point Likert scale, at immediately after each of three simulation-based education session;VP processing measured using automated recording of VP log data, including processing time, completion status and success rates. Log data were linked with simulation-based education participation dates to determine whether the VP cases were completed before or after the simulation session, and collected at the end of the study;Self-assessments confidence measured using a study-specific standardized questionnaire: Students rated their expectations regarding the impact of the VP cases on their confidence and the extent to which these expectations were fulfilled using a 5-point Likert scale, at baseline (immediately before the intervention) and immediately after completion of both the three VP cases and the three simulation-based education sessions;Self-assessment competencies measured using a study-specific standardized questionnaire. Students rated their expectations regarding the impact of the VP cases on achieving each of the nine predefined learning objectives and the extent to which these expectations were fulfilled using a 3-point Likert scale, at baseline, immediately before the blended learning intervention and the extent to which these expectations were fulfilled immediately after completion of both the three VP cases and the three simulation sessions;Blended learning perception measured using a study-specific standardized questionnaire. Participants rated the overall blended learning format and the perceived impact of the VP cases within, on a 3-point Likert scale, at immediately after completion of both the VP cases and the simulation-based education session | — |
Secondary
| Measure | Time frame |
|---|---|
| Self-reported confidence related to the predefined learning objectives measured using a study-specific questionnaire assessing confidence regarding each of the nine learning objectives on a 5-point Likert scale, at baseline, immediately before the blended learning intervention and immediately after completion of both the VP cases and the simulation-based education session;Perceived contribution of the VP cases to achieving the predefined learning objectives measured using a study-specific questionnaire assessing the perceived contribution of the VP cases to each learning objective on a 3-point ordinal scale, at completion of both the VP cases and the simulation-based education session;VP engagement measured using automatically recorded VP processing data, including completion status, processing time, success rates, and completion before or after the simulation-based education session, determined by linking platform log data with simulation participation dates, at the end of the simulation-based education session | — |
Countries
Switzerland
Contacts
Public ContactAnja Kéry-Candela
Outcome results
None listed