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He Y, Wang Z, Sun N, Zhao Y, Zhao G, Ma X, Liang Z, Xia S, Liu X. Enhancing medical education for undergraduates: integrating virtual reality and case-based learning for shoulder joint. BMC MEDICAL EDUCATION 2024; 24:1103. [PMID: 39375643 DOI: 10.1186/s12909-024-06103-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Accepted: 09/30/2024] [Indexed: 10/09/2024]
Abstract
BACKGROUND The integration of Virtual Reality (VR) with Case-Based Learning (CBL) has the potential to revolutionise undergraduate medical education, particularly in complex subjects such as the anatomy and rehabilitation of the shoulder joint. This study aimed to explore the effectiveness of this innovative approach in enhancing learning outcomes and knowledge retention. METHODS This study employed a parallel-group, assessor-blinded randomised controlled trial (RCT) design. A comprehensive five-week educational programme was developed, combining traditional lecture-based learning with VR-enhanced CBL. The study involved 82 undergraduate students from China Medical University, who were divided into groups receiving different combinations of VR and CBL. Student performance was evaluated through tests and questionnaires. RESULTS In the anatomy-related courses, the integration of VR technology with CBL yielded significantly higher results (87.71 ± 5.60) compared to traditional methods (82.59 ± 6.64), with a statistically significant difference (P < 0.05). This provides compelling evidence of VR's potential to enhance student engagement and knowledge retention. In the context of physiotherapy-related courses, however, while the test scores of the VR-combined CBL group (81.85 ± 5.99) were marginally higher than those of the traditional CBL group (79.02 ± 7.57), this difference was not statistically significant (P > 0.05). CONCLUSION The present study provides preliminary evidence for the benefits of incorporating VR into medical education, particularly in anatomy. While the results are promising, further research is needed to explore the optimal integration of VR and CBL in rehabilitation studies and to assess their long-term impact on student learning and clinical performance. TRIAL REGISTRATION The study was registered with Chinese Clinical Trials Registry (Registration Number: ChiCTR2400089295) on 05/09/2024.
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Affiliation(s)
- Yu He
- Department of Rehabilitation, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
- Department of Physical Medicine and Rehabilitation, The Second Clinical College, China Medical University, Shenyang, Liaoning, China
| | - Ziliang Wang
- Department of Rehabilitation, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Nianyi Sun
- Department of Rehabilitation, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
- School of Medicine, Tongji University, Shanghai, China
| | - Yinuo Zhao
- Department of Rehabilitation, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
- School of Medicine, Tongji University, Shanghai, China
| | - Gang Zhao
- Department of Health Promotion, School of Intelligent Medicine, China Medical University, Shenyang, Liaoning, China
| | - Xun Ma
- Department of Rehabilitation, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
- Department of Physical Medicine and Rehabilitation, The Second Clinical College, China Medical University, Shenyang, Liaoning, China
| | - Zihui Liang
- Department of Rehabilitation, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
- Department of Physical Medicine and Rehabilitation, The Second Clinical College, China Medical University, Shenyang, Liaoning, China
| | - Shenglin Xia
- Department of Rehabilitation, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
- Department of Physical Medicine and Rehabilitation, The Second Clinical College, China Medical University, Shenyang, Liaoning, China
| | - Xueyong Liu
- Department of Rehabilitation, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China.
- Department of Physical Medicine and Rehabilitation, The Second Clinical College, China Medical University, Shenyang, Liaoning, China.
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Raafat N, Harbourne AD, Radia K, Woodman MJ, Swales C, Saunders KEA. Virtual patients improve history-taking competence and confidence in medical students. MEDICAL TEACHER 2024; 46:682-688. [PMID: 38084413 DOI: 10.1080/0142159x.2023.2273782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2024]
Abstract
PURPOSE Klark is a novel online medical education tool (www.klark-cases.com) where students take histories from virtual patients with common presentations from multiple specialities. We investigated whether Klark could enhance student confidence and competence in history-taking, and whether students find Klark helpful. METHODS A single cohort of first-year clinical medical students had access to Klark for three weeks. At both ends of the trial, participants were asked to complete feedback forms and participate in two mock Objective Structured Clinical Examination (OSCE) history stations. Outcome measures included self-reported confidence and competence in history-taking, performance in OSCE stations, and qualitative user experience data. RESULTS Seventy participants successfully completed a case on Klark (mean 18.7), of which 63 (90% user retention) completed ≥ 2 cases. Self-reported competence (p < 0.001) and confidence (p < 0.001) improved. Participants found Klark to be helpful, impactful, and would recommend it to other students. OSCE scores improved for medical (57% vs. 69%, p < 0.001) and surgical (58% vs. 70%, p < 0.001) histories. CONCLUSIONS Klark improved competence and confidence in history-taking. Students found it helpful and chose to continue using the platform. By developing confidence and competence at their own pace in the Klark simulated environment, students can then maximise benefit from in-person clinical opportunities.
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Affiliation(s)
- Nader Raafat
- University of Oxford Medical School, John Radcliffe Hospital, Oxford, United Kingdom
| | - Alexander D Harbourne
- University of Oxford Medical School, John Radcliffe Hospital, Oxford, United Kingdom
| | - Kajal Radia
- University of Oxford Medical School, John Radcliffe Hospital, Oxford, United Kingdom
| | - Myles J Woodman
- University of Oxford Medical School, John Radcliffe Hospital, Oxford, United Kingdom
| | - Catherine Swales
- University of Oxford Medical School, John Radcliffe Hospital, Oxford, United Kingdom
| | - Kate E A Saunders
- University of Oxford Medical School, John Radcliffe Hospital, Oxford, United Kingdom
- Department of Psychiatry, Warneford Hospital, Oxford, United Kingdom
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Fink MC, Heitzmann N, Reitmeier V, Siebeck M, Fischer F, Fischer MR. Diagnosing virtual patients: the interplay between knowledge and diagnostic activities. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:1245-1264. [PMID: 37052740 PMCID: PMC10099021 DOI: 10.1007/s10459-023-10211-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Accepted: 01/22/2023] [Indexed: 06/19/2023]
Abstract
Clinical reasoning theories agree that knowledge and the diagnostic process are associated with diagnostic success. However, the exact contributions of these components of clinical reasoning to diagnostic success remain unclear. This is particularly the case when operationalizing the diagnostic process with diagnostic activities (i.e., teachable practices that generate knowledge). Therefore, we conducted a study investigating to what extent knowledge and diagnostic activities uniquely explain variance in diagnostic success with virtual patients among medical students. The sample consisted of N = 106 medical students in their third to fifth year of university studies in Germany (6-years curriculum). Participants completed professional knowledge tests before diagnosing virtual patients. Diagnostic success with the virtual patients was assessed with diagnostic accuracy as well as a comprehensive diagnostic score to answer the call for more extensive measurement of clinical reasoning outcomes. The three diagnostic activities hypothesis generation, evidence generation, and evidence evaluation were tracked. Professional knowledge predicted performance in terms of the comprehensive diagnostic score and displayed a small association with diagnostic accuracy. Diagnostic activities predicted comprehensive diagnostic score and diagnostic accuracy. Hierarchical regressions showed that the diagnostic activities made a unique contribution to diagnostic success, even when knowledge was taken into account. Our results support the argument that the diagnostic process is more than an embodiment of knowledge and explains variance in diagnostic success over and above knowledge. We discuss possible mechanisms explaining this finding.
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Affiliation(s)
- Maximilian C Fink
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department for Education, University of the Bundeswehr Munich, Institute of Education, Learning and Teaching with Media, Werner-Heisenberg-Weg 39, 85577, Neubiberg, Germany
| | - Nicole Heitzmann
- Department of Psychology, LMU Munich, Munich, Germany
- Munich Center of the Learning Sciences (MCLS), LMU Munich, Munich, Germany
| | - Victoria Reitmeier
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Matthias Siebeck
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Munich Center of the Learning Sciences (MCLS), LMU Munich, Munich, Germany
| | - Frank Fischer
- Department of Psychology, LMU Munich, Munich, Germany
- Munich Center of the Learning Sciences (MCLS), LMU Munich, Munich, Germany
| | - Martin R Fischer
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany.
- Munich Center of the Learning Sciences (MCLS), LMU Munich, Munich, Germany.
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Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12070468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Despite increasing focus on the importance of self–regulated learning for undergraduate students in universities in recent years, very little is known about its specific features in universities in developing countries, in general, and Ethiopia, in particular. This study examined the relationships of self-regulated learning strategies (SRLSs) with perceived learning and further assessed the relationships within the SRLS components in Ethiopian public universities. For this, the authors adopted Pintrich’s self-regulation theory as a guiding framework and used structural equation modeling (SEM) analysis. The sample used in the analysis pooled survey data from three randomly selected public universities and included volunteer undergraduate students having a major in Business and Economics and Engineering and Technology fields (n = 1142; male = 700 and female = 442), with mean age = 21.98 and SD = 2.50. The results indicated that the student SRLS and perceived learning gains scores were average values in terms of the magnitude of those measured variables. A two–step hierarchical regression analysis showed that the five components of SRLS that emerged from SEM analysis significantly predicted students’ perceived learning over and above the control variables (ΔR2 ≥ 0.38 and 39%) for the total samples. Moreover, the regression results showed that greater predictions were observed for the help–seeking component (0.35 ≤ β ≥ 0.47) than others, significantly positively predicting the perceived learning for the total samples. Overall, the findings of this study indicate that the SRLSs are relevant mechanisms to aid student success in higher education. The implications of the study are highlighted.
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