@article{doi:10.5116/ijme.5aa3.ccf2, author = {Courteille, O. and Fahlstedt, M. and Ho, J. and Hedman, L. and Fors, U. and Holst, H.v. and Felländer-Tsai, L. and Möller, H.}, title = {Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case}, journal = {Int J Med Educ}, volume = {9}, number = {}, pages = {86-92}, year = {2018}, doi = {10.5116/ijme.5aa3.ccf2}, URL = {http://www.ijme.net/archive/9/virtual-patient-vs-recorded-lecture-a-comparison-of-knowledge-retention/},eprint = {http://www.ijme.net/archive/9/virtual-patient-vs-recorded-lecture-a-comparison-of-knowledge-retention.pdf}, abstract = {Objectives: To compare medical students’ and residents’ knowledge retention of assessment, diagnosis and treatment procedures, as well as a learning experience, of patients with spinal trauma after training with either a Virtual Patient case or a video-recorded traditional lecture. Methods: A total of 170 volunteers (85 medical students and 85 residents in orthopedic surgery) were randomly allocated (stratified for student/resident and gender) to either a video-recorded standard lecture or a Virtual Patient-based training session where they interactively assessed a clinical case portraying a motorcycle accident. The knowledge retention was assessed by a test immediately following the educational intervention and repeated after a minimum of 2 months. Participants’ learning experiences were evaluated with exit questionnaires. A repeated-measures analysis of variance was applied on knowledge scores. A total of 81% (n = 138) of the participants completed both tests. Results: There was a small but significant decline in first and second test results for both groups (F = 18.154, p = 0.00). However, no significant differences in short-term and long-term knowledge retention were observed between the two teaching methods. The Virtual Patient group reported higher learning experience levels in engagement, stimulation, general perception, and expectations. Conclusions: Participants’ levels engagement were reported in favor of the VP format. Similar knowledge retention was achieved through either a Virtual Patient or a recorded lecture. }, }