The effect of constructing versus solving virtual patient cases on transfer of learning: a randomized trial

Martin G Tolsgaard; Rikke Malene Hartvigsen Grønholm Jepsen; Maria B Rasmussen; Lars Kayser; Uno Fors; Lars C Laursen; Jesper H Svendsen; Charlotte Ringsted

doi:10.1007/s40037-015-0242-4

The effect of constructing versus solving virtual patient cases on transfer of learning: a randomized trial

Martin G Tolsgaard, Rikke Malene Hartvigsen Grønholm Jepsen, Maria B Rasmussen, Lars Kayser, Uno Fors, Lars C Laursen, Jesper H Svendsen, Charlotte Ringsted

8 Citations (Scopus)

Abstract

The purpose of this study was to explore the effect of actively constructing virtual patient (VP) cases compared with solving VP cases on knowledge gains, skills transfer and time spent on cases. Forty-five fourth-year medical students were randomized to constructing (VP-construction, n = 23) or solving (VP-solving, n = 22) four cardiopulmonary VP cases. Whereas the VP-solving group solved the cases, the VP-construction group only received the final diagnosis and had to complete the history, physical findings, and lab results. After a week, participants completed a transfer test involving two standardized patients representing cardiopulmonary cases. Performances on the transfer test were video-recorded and assessed by two blinded raters using the Reporter, Interpreter, Manager, Educator (RIME) framework. Thirty-nine participants completed the transfer test. The VP-construction group spent significantly more time on the VP cases compared with the VP-solving group, p = 0.002. There were no significant differences in RIME scores between the VP-construction group and VP-solving group, p = 0.54.In conclusion, engaging novice students in active VP case construction may be more time consuming than solving VP cases, without resulting in superior skills transfer.

Original language	English
Journal	Perspectives on Medical Education
Volume	5
Issue number	1
Pages (from-to)	33-38
Number of pages	6
ISSN	2212-2761
DOIs	https://doi.org/10.1007/s40037-015-0242-4
Publication status	Published - 1 Feb 2016

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title = "The effect of constructing versus solving virtual patient cases on transfer of learning: a randomized trial",

abstract = "The purpose of this study was to explore the effect of actively constructing virtual patient (VP) cases compared with solving VP cases on knowledge gains, skills transfer and time spent on cases. Forty-five fourth-year medical students were randomized to constructing (VP-construction, n = 23) or solving (VP-solving, n = 22) four cardiopulmonary VP cases. Whereas the VP-solving group solved the cases, the VP-construction group only received the final diagnosis and had to complete the history, physical findings, and lab results. After a week, participants completed a transfer test involving two standardized patients representing cardiopulmonary cases. Performances on the transfer test were video-recorded and assessed by two blinded raters using the Reporter, Interpreter, Manager, Educator (RIME) framework. Thirty-nine participants completed the transfer test. The VP-construction group spent significantly more time on the VP cases compared with the VP-solving group, p = 0.002. There were no significant differences in RIME scores between the VP-construction group and VP-solving group, p = 0.54.In conclusion, engaging novice students in active VP case construction may be more time consuming than solving VP cases, without resulting in superior skills transfer.",

author = "Tolsgaard, {Martin G} and Jepsen, {Rikke Malene Hartvigsen Gr{\o}nholm} and Rasmussen, {Maria B} and Lars Kayser and Uno Fors and Laursen, {Lars C} and Svendsen, {Jesper H} and Charlotte Ringsted",

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AU - Tolsgaard, Martin G

AU - Jepsen, Rikke Malene Hartvigsen Grønholm

AU - Rasmussen, Maria B

AU - Kayser, Lars

AU - Fors, Uno

AU - Laursen, Lars C

AU - Svendsen, Jesper H

AU - Ringsted, Charlotte

PY - 2016/2/1

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N2 - The purpose of this study was to explore the effect of actively constructing virtual patient (VP) cases compared with solving VP cases on knowledge gains, skills transfer and time spent on cases. Forty-five fourth-year medical students were randomized to constructing (VP-construction, n = 23) or solving (VP-solving, n = 22) four cardiopulmonary VP cases. Whereas the VP-solving group solved the cases, the VP-construction group only received the final diagnosis and had to complete the history, physical findings, and lab results. After a week, participants completed a transfer test involving two standardized patients representing cardiopulmonary cases. Performances on the transfer test were video-recorded and assessed by two blinded raters using the Reporter, Interpreter, Manager, Educator (RIME) framework. Thirty-nine participants completed the transfer test. The VP-construction group spent significantly more time on the VP cases compared with the VP-solving group, p = 0.002. There were no significant differences in RIME scores between the VP-construction group and VP-solving group, p = 0.54.In conclusion, engaging novice students in active VP case construction may be more time consuming than solving VP cases, without resulting in superior skills transfer.

AB - The purpose of this study was to explore the effect of actively constructing virtual patient (VP) cases compared with solving VP cases on knowledge gains, skills transfer and time spent on cases. Forty-five fourth-year medical students were randomized to constructing (VP-construction, n = 23) or solving (VP-solving, n = 22) four cardiopulmonary VP cases. Whereas the VP-solving group solved the cases, the VP-construction group only received the final diagnosis and had to complete the history, physical findings, and lab results. After a week, participants completed a transfer test involving two standardized patients representing cardiopulmonary cases. Performances on the transfer test were video-recorded and assessed by two blinded raters using the Reporter, Interpreter, Manager, Educator (RIME) framework. Thirty-nine participants completed the transfer test. The VP-construction group spent significantly more time on the VP cases compared with the VP-solving group, p = 0.002. There were no significant differences in RIME scores between the VP-construction group and VP-solving group, p = 0.54.In conclusion, engaging novice students in active VP case construction may be more time consuming than solving VP cases, without resulting in superior skills transfer.

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JO - Perspectives on Medical Education

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The effect of constructing versus solving virtual patient cases on transfer of learning: a randomized trial

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