Evaluation of Computerized Simulations in a Pediatric Clerkship

Peter C. Scheidt; Alton L. Lightsey; Kelly Heiderich; Daryl McDaniel; Joel C. Labow; David F. Cruess; P. C. Scheidt

doi:10.1080/10401339109539490

Evaluation of Computerized Simulations in a Pediatric Clerkship

Peter C. Scheidt
, Alton L. Lightsey
, Kelly Heiderich
, Daryl McDaniel
, Joel C. Labow
, David F. Cruess
, P. C. Scheidt

Research output: Contribution to journal › Article › peer-review

Abstract

Computer-assisted instruction (CAI) using patient simulations was introduced on a pediatric clerkship to teach clinical knowledge and problem-solving skills. To evaluate the efficacy of this educational tool, 151 students were alternately assigned either to complete two CAI exercises or to review the same information in text format. As part of the clerkship examination, all participants completed a latent-image simulation and 10 multiple-choice questions on the specific clinical information presented. After adjusting for prestudy differences in National Board of Medical Examiners Part I scores and cumulative grade point averages, scores on the overall final exam and on the outcome measures were similar for the two groups. In conclusion, CAI simulated patients, when applied in this limited fashion, were as effective but no more effective than text reading in teaching clinical information and problem solving on a pediatric clerkship.

Original language	English
Pages (from-to)	108-112
Number of pages	5
Journal	Teaching and Learning in Medicine
Volume	3
Issue number	2
DOIs	https://doi.org/10.1080/10401339109539490
State	Published - 1 Jan 1991
Externally published	Yes

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title = "Evaluation of Computerized Simulations in a Pediatric Clerkship",

abstract = "Computer-assisted instruction (CAI) using patient simulations was introduced on a pediatric clerkship to teach clinical knowledge and problem-solving skills. To evaluate the efficacy of this educational tool, 151 students were alternately assigned either to complete two CAI exercises or to review the same information in text format. As part of the clerkship examination, all participants completed a latent-image simulation and 10 multiple-choice questions on the specific clinical information presented. After adjusting for prestudy differences in National Board of Medical Examiners Part I scores and cumulative grade point averages, scores on the overall final exam and on the outcome measures were similar for the two groups. In conclusion, CAI simulated patients, when applied in this limited fashion, were as effective but no more effective than text reading in teaching clinical information and problem solving on a pediatric clerkship.",

author = "Scheidt, \{Peter C.\} and Lightsey, \{Alton L.\} and Kelly Heiderich and Daryl McDaniel and Labow, \{Joel C.\} and Cruess, \{David F.\} and Scheidt, \{P. C.\}",

note = "Funding Information: This project was supported by Uniformed Services University of the Health Sciences Grant CO8648-02. The opinions or assertions contained herein are the private views of the authors and are not to be considered as official or as reflecting the views of the Department of the Navy or the Department of Defense. This article was presented at the meeting of the Ambulatory Pediatric Association, Washington, DC, May 1988. We thank Charles P. Friedman, PhD (School of Medicine, University of North Carolina at Chapel Hill), and the Health Sciences Consortium (Chapel Hill, NC) for their assistance and willingness to provide authoring systems used to develop patient simulations. We also thank Toni Dominici for secretarial assistance and Gary Lamoria for data management. Correspondence may be sent to PC Scheidt, MD, National Institute of Child Health and Human Development, 9000 Rockville Pike, EPN, Bethesda, MD 20892, USA.",

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doi = "10.1080/10401339109539490",

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AU - Labow, Joel C.

AU - Cruess, David F.

AU - Scheidt, P. C.

N1 - Funding Information: This project was supported by Uniformed Services University of the Health Sciences Grant CO8648-02. The opinions or assertions contained herein are the private views of the authors and are not to be considered as official or as reflecting the views of the Department of the Navy or the Department of Defense. This article was presented at the meeting of the Ambulatory Pediatric Association, Washington, DC, May 1988. We thank Charles P. Friedman, PhD (School of Medicine, University of North Carolina at Chapel Hill), and the Health Sciences Consortium (Chapel Hill, NC) for their assistance and willingness to provide authoring systems used to develop patient simulations. We also thank Toni Dominici for secretarial assistance and Gary Lamoria for data management. Correspondence may be sent to PC Scheidt, MD, National Institute of Child Health and Human Development, 9000 Rockville Pike, EPN, Bethesda, MD 20892, USA.

PY - 1991/1/1

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N2 - Computer-assisted instruction (CAI) using patient simulations was introduced on a pediatric clerkship to teach clinical knowledge and problem-solving skills. To evaluate the efficacy of this educational tool, 151 students were alternately assigned either to complete two CAI exercises or to review the same information in text format. As part of the clerkship examination, all participants completed a latent-image simulation and 10 multiple-choice questions on the specific clinical information presented. After adjusting for prestudy differences in National Board of Medical Examiners Part I scores and cumulative grade point averages, scores on the overall final exam and on the outcome measures were similar for the two groups. In conclusion, CAI simulated patients, when applied in this limited fashion, were as effective but no more effective than text reading in teaching clinical information and problem solving on a pediatric clerkship.

AB - Computer-assisted instruction (CAI) using patient simulations was introduced on a pediatric clerkship to teach clinical knowledge and problem-solving skills. To evaluate the efficacy of this educational tool, 151 students were alternately assigned either to complete two CAI exercises or to review the same information in text format. As part of the clerkship examination, all participants completed a latent-image simulation and 10 multiple-choice questions on the specific clinical information presented. After adjusting for prestudy differences in National Board of Medical Examiners Part I scores and cumulative grade point averages, scores on the overall final exam and on the outcome measures were similar for the two groups. In conclusion, CAI simulated patients, when applied in this limited fashion, were as effective but no more effective than text reading in teaching clinical information and problem solving on a pediatric clerkship.

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Evaluation of Computerized Simulations in a Pediatric Clerkship

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