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. 2013 Feb 12:13:23.
doi: 10.1186/1472-6920-13-23.

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

Ronny Lehmann  1 , Hans Martin Bosse, Anke Simon, Christoph Nikendei, Sören Huwendiek
Affiliations

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

Ronny Lehmann et al. BMC Med Educ. .

Abstract

Background: Currently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training.

Methods: Fifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors' perceptions (N=9) were assessed by semi-structured interviews.

Results: From the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time.

Conclusion: The overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training.

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Figures

Figure 1
Figure 1
Student using a VP for preparation of infant lumbar puncture. The student works on a short (15 to 20 min) and interactive case of a paediatric VP. The focus is on the procedure in detail and is enhanced by media clarifications including video clips.
Figure 2
Figure 2
Student practising infant lumbar puncture in the skills lab. The student performs lumbar puncture under supervision of a tutor but without further instructions given at the beginning allowing the entire time of the training to be spent on repetitive practice under supervision with expert feedback.
Figure 3
Figure 3
Category results of the VP design questionnaire. Category results of the VP design questionnaire (Likert scales from 1 – totally disagree to 5 – totally agree). Participants rated the VP design as authentic, as an acceptable professional approach, effective for coaching, and with a high learning effect. Overall judgement was very favourable.
Figure 4
Figure 4
Category results of the blended learning questionnaire. Category results of the blended learning questionnaire (Likert scales from 1 – totally disagree to 5 – totally agree). Participants rated the blended learning scenario high for teaching presence, with a good cognitive preparation for and a good social presence in the skills lab. The learning effect was perceived effective and the overall judgement was very favourable.
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