%0 Journal Article %A Courteille, O. %A Fahlstedt, M. %A Ho, J. %A Hedman, L. %A Fors, U. %A Holst, H.v. %A Felländer-Tsai, L. %A Möller, H. %T Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case %J Int J Med Educ %D 2018 %P 86-92 %V 9 %P 86-92 %R 10.5116/ijme.5aa3.ccf2 %U http://www.ijme.net/archive/9/virtual-patient-vs-recorded-lecture-a-comparison-of-knowledge-retention/ %G eng %7 March 28, 2018 %K simulation-based trauma education %K virtual patient %K knowledge retention %K biomechanics %K sweden %K %X 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.