TY - JOUR T1 - Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case AU - Courteille, O. AU - Fahlstedt, M. AU - Ho, J. AU - Hedman, L. AU - Fors, U. AU - Holst, H.v. AU - Felländer-Tsai, L. AU - Möller, H. KW - simulation-based trauma education KW - virtual patient KW - knowledge retention KW - biomechanics KW - sweden KW - PY - 2018/03/28 Y1 - 2018/03/10 VL - 9 N1 - doi: 10.5116/ijme.5aa3.ccf2 DO - 10.5116/ijme.5aa3.ccf2 M3 - doi: 10.5116/ijme.5aa3.ccf2 JO - Int J Med Educ SP - 86 EP - 92 PB - IJME SN - 2042-6372 UR - http://www.ijme.net/archive/9/virtual-patient-vs-recorded-lecture-a-comparison-of-knowledge-retention/ L1 - http://www.ijme.net/archive/9/virtual-patient-vs-recorded-lecture-a-comparison-of-knowledge-retention.pdf N2 - 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.  ER -