Frederick W Kron1, Michael D Fetters2, Mark W Scerbo3, Casey B White4, Monica L Lypson5, Miguel A Padilla6, Gayle A Gliva-McConvey7, Lee A Belfore8, Temple West9, Amelia M Wallace10, Timothy C Guetterman11, Lauren S Schleicher12, Rebecca A Kennedy13, Rajesh S Mangrulkar14, James F Cleary15, Stacy C Marsella16, Daniel M Becker17. 1. Department of Family Medicine, University of Michigan, Ann Arbor, MI, 48104, USA. Electronic address: fredkron@umich.edu. 2. Department of Family Medicine, University of Michigan, Ann Arbor, MI, 48104, USA. Electronic address: mfetters@umich.edu. 3. Department of Psychology, Old Dominion University, Norfolk, VA, 23529, USA. Electronic address: mscerbo@odu.edu. 4. Department of Medical Education, University of Virginia School of Medicine, Charlottesville, VA, 22908, USA. Electronic address: cw4xz@virginia.edu. 5. Department of Internal Medicine, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI, 48104, USA. Electronic address: mlypson@med.umich.edu. 6. Department of Psychology, Old Dominion University, Norfolk, VA, 23529, USA. Electronic address: mapadill@odu.edu. 7. Sentara Center for Simulation and Immersive Learning, Eastern Virginia Medical School, Norfolk, VA, 23501, USA. Electronic address: glivaga@evms.edu. 8. Department of Electrical and Computer Engineering, Old Dominion University, Norfolk, VA, 23529, USA. Electronic address: lbelfore@odu.edu. 9. Sentara Center for Simulation and Immersive Learning, Eastern Virginia Medical School, Norfolk, VA, 23501, USA. Electronic address: westt@evms.edu. 10. Sentara Center for Simulation and Immersive Learning, Eastern Virginia Medical School, Norfolk, VA, 23501, USA. Electronic address: wallacam@evms.edu. 11. Department of Family Medicine, University of Michigan, Ann Arbor, MI, 48104, USA. Electronic address: tguetter@umich.edu. 12. Department of Family Medicine, University of Michigan, Ann Arbor, MI, 48104, USA. Electronic address: lschlei@med.umich.edu. 13. Department of Psychology, Old Dominion University, Norfolk, VA, 23529, USA. Electronic address: rkenn014@odu.edu. 14. Department of Internal Medicine, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI, 48104, USA. Electronic address: rajm@umich.edu. 15. Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, WI, 53706, USA. Electronic address: jfcleary@wisc.edu. 16. Department of Computer Science, Department of Psychology, Northeastern University, Boston, MA, 02115, USA. Electronic address: marsella@ccs.neu.edu. 17. Department of Medicine, University of Virginia Health System, Charlottesville, VA, 22908, USA. Electronic address: dmb2y@hscmail.mcc.virginia.edu.
Abstract
OBJECTIVES: To assess advanced communication skills among second-year medical students exposed either to a computer simulation (MPathic-VR) featuring virtual humans, or to a multimedia computer-based learning module, and to understand each group's experiences and learning preferences. METHODS: A single-blinded, mixed methods, randomized, multisite trial compared MPathic-VR (N=210) to computer-based learning (N=211). Primary outcomes: communication scores during repeat interactions with MPathic-VR's intercultural and interprofessional communication scenarios and scores on a subsequent advanced communication skills objective structured clinical examination (OSCE). Multivariate analysis of variance was used to compare outcomes. SECONDARY OUTCOMES: student attitude surveys and qualitative assessments of their experiences with MPathic-VR or computer-based learning. RESULTS:MPathic-VR-trained students improved their intercultural and interprofessional communication performance between their first and second interactions with each scenario. They also achieved significantly higher composite scores on the OSCE than computer-based learning-trained students. Attitudes and experiences were more positive among students trained with MPathic-VR, who valued its providing immediate feedback, teaching nonverbal communication skills, and preparing them for emotion-charged patient encounters. CONCLUSIONS:MPathic-VR was effective in training advanced communication skills and in enabling knowledge transfer into a more realistic clinical situation. PRACTICE IMPLICATIONS: MPathic-VR's virtual human simulation offers an effective and engaging means of advanced communication training.
RCT Entities:
OBJECTIVES: To assess advanced communication skills among second-year medical students exposed either to a computer simulation (MPathic-VR) featuring virtual humans, or to a multimedia computer-based learning module, and to understand each group's experiences and learning preferences. METHODS: A single-blinded, mixed methods, randomized, multisite trial compared MPathic-VR (N=210) to computer-based learning (N=211). Primary outcomes: communication scores during repeat interactions with MPathic-VR's intercultural and interprofessional communication scenarios and scores on a subsequent advanced communication skills objective structured clinical examination (OSCE). Multivariate analysis of variance was used to compare outcomes. SECONDARY OUTCOMES: student attitude surveys and qualitative assessments of their experiences with MPathic-VR or computer-based learning. RESULTS: MPathic-VR-trained students improved their intercultural and interprofessional communication performance between their first and second interactions with each scenario. They also achieved significantly higher composite scores on the OSCE than computer-based learning-trained students. Attitudes and experiences were more positive among students trained with MPathic-VR, who valued its providing immediate feedback, teaching nonverbal communication skills, and preparing them for emotion-charged patient encounters. CONCLUSIONS: MPathic-VR was effective in training advanced communication skills and in enabling knowledge transfer into a more realistic clinical situation. PRACTICE IMPLICATIONS: MPathic-VR's virtual human simulation offers an effective and engaging means of advanced communication training.
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