NERVE, InterPLAY, and Design-Based Research: Advancing Experiential Learning and the Design of Virtual Patient Simulation
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Systematic reviews and meta-analyses of randomized controlled studies conclude that virtual patient simulations (VPs) are consistently associated with higher learning outcomes compared to other educational methods, such as lectures, handouts, textbooks, and standardized patients (e.g., Consorti et al., Comput Educ 59(3):1001–1008, 2012; Cook and Triola Med Educ 43(4):303–311, 2009; McGaghie et al., Acad Med J Assoc Am Med Colleges 86(6):706, 2011). However, we cannot assume that students will learn by simply giving them access to the simulations. The instructional features that are integrated before, during, and after the simulations may affect student learning as much as or more so than the simulations. The strategy used to integrate the simulation into the curriculum and evaluate student performance may also have a significant effect on its use and learning. Here, we document the design, development, and testing of NERVE (a VPs created to develop medical students’ ability to examine, interview, and diagnose patients with cranial nerve disorders) in one definitive source and elaborate on what went on in each team members’ mind as the system evolved. Specifically, we examine the skills, knowledge, and dispositions called upon and the key lessons learned by team members during the last year of research and development. Concluding remarks related the individual accounts and discuss common findings to shed further insights on the team’s experience.
KeywordsVirtual patient simulations Medical simulations Medical education Simulation-based training Design-based research Instructional design Instructional theory
Research reported in chapter paper was supported by the National Institutes of Health (NIH) under award number 1R01LM010813–01. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
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