Virtual patients designed for training against medical error: Exploring the impact of decision-making on learner motivation

• Published in: PloS one Vol. 14; no. 4; p. e0215597
• Main Authors: Woodham, Luke A, Round, Jonathan, Stenfors, Terese, Bujacz, Aleksandra, Karlgren, Klas, Jivram, Trupti, Riklefs, Viktor, Poulton, Ella, Poulton, Terry
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 23.04.2019; Public Library of Science (PLoS)
• Subjects: Analysis; College students; Computer simulation; Computer-Assisted Instruction - methods; Confusion; Decision Making; Education; Education, Medical, Undergraduate - methods; Female; Humans; Learning; Learning strategies; Male; Medical errors; Medical Errors - prevention & control; Medical personnel training; Medical students; Medicin och hälsovetenskap; Motivation; Program Evaluation; Self Efficacy; Simulation Training - methods; Students, Medical - psychology; Training; User-Computer Interface; Vice presidents (Organizations); Young Adult
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0215597

Medical error is a significant cause of patient harms in clinical practice, but education and training are recognised as having a key role in minimising their incidence. The use of virtual patient (VP) activities targeting training in medical error allows learners to practice patient management in a safe environment. The inclusion of branched decision-making elements in the activities has the potential to drive additional generative cognitive processing and improved learning outcomes, but the increased cognitive load on learning risks negatively affecting learner motivation. The aim of this study is to better understand the impact that the inclusion of decision-making and inducing errors within the VP activities has on learner motivation. Using a repeated study design, over a period of six weeks we provided undergraduate medical students at six institutions in three countries with a series of six VPs written around errors in paediatric practice. Participants were divided into two groups and received either linearly structured VPs or ones that incorporated branched decision-making elements. Having completed all the VPs, each participant was asked to complete a survey designed to assess their motivation and learning strategies. Our analysis showed that in general, there was no significant difference in learner motivation between those receiving the linear VPs and those who received branched decision-making VPs. The same results were generally reflected across all six institutions. The findings demonstrated that the inclusion of decision-making elements did not make a significant difference to undergraduate medical students' motivation, perceived self-efficacy or adopted learning strategies. The length of the intervention was sufficient for learners to overcome any increased cognitive load associated with branched decision-making elements being included in VPs. Further work is required to establish any immediate impact within periods shorter than the length of our study or upon achieved learning outcomes.