Introduction
When 5th year medical students are trained in emergency medical care, it can often be observed that they are not able to transfer their theoretical knowledge to a real life case scenario with a simulator [5, 10]. In simulation practical performance is often not as good as intended because the step from theory into practice, especially relating to decision making, seems to be more difficult than expected [1, 7]. One reason might be that the acquisition of theoretic knowledge is insufficient for constructing a mental model [4, 9]. To solve that problem we introduced a serious game (MicroSim® from Laerdal, Norway) which simulates an Emergency Department into virtual reality, in which the students have to treat medical emergencies. The idea was to support their decision-making ability by using a structured approach, using this virtual approach. We had observed in the past that this method improved the practical performance in everyday training, but to that point we didn’t have any figures to prove this observation.
Does MicroSim® improve the practical performance of fifth year medical students in an Objective Structured Clinical Examination (OSCE) though being a theoretical medium?
Does MicroSim® also influence other types of knowledge (besides practical performance; for example procedural, conceptual or strategical knowledge) [8]?
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Meyer, O., Felber, A., Gallschuetz, C. (2012). PC-Based Microsimulation Improves Practical Performance in an OSCE. In: De Wannemacker, S., Vandercruysse, S., Clarebout, G. (eds) Serious Games: The Challenge. ITEC/CIP/T 2011. Communications in Computer and Information Science, vol 280. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33814-4_11
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