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An interactive ‘patient-simulation’ tutorial for students learning about epilepsy. Josie A Fraser & Iain M Bloomfield, School of Pharmacy & Theatre in the Mill
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An interactive ‘patient-simulation’ tutorial for students learning about epilepsy.Josie A Fraser & Iain M Bloomfield, School of Pharmacy & Theatre in the Mill
The issue:
★ Key topic on the module Pathophysiology & Pharmacology of Systems 2 = epilepsy
★ Objective: to improve student understanding and interest in this key area, without increasing number of lectures, and to develop existing tutorial case study strategy
Design:
★ Deliver two versions of an epilepsy case study:
★ one ‘live’ case study, students meet the ‘patient’ (played by actor Andy, coached by Iain).
★ one paper-based version of same case study (written by Josie).
★ 10 tutorial groups were already set up for this large module (173 participants on the module register)
★ 3 groups (maximum due to timetable constraints) received the ‘live’ version
★ 7 groups received the paper version, with 3 different staff leading these groups
Assessment:
★ 3 weeks after session, in a lecture and without warning, anonymous student assessment was collected (MCQ responses and open written feedback on module in general and the epilepsy exercise in particular)
★ Responses were analysed according to which experience students had received (live or paper)
★ Qualitative responses recorded for module development
Results:
★ Students who had experienced the ‘live’ tutorial strongly preferred this format to a paper-based exercise, & students who had experienced the paper exercise mostly felt they would have preferred to do the ‘live’ experience, or were neutral. Very few students had a preference for paper-based group work.
★ The students with the ‘live’ experience found it significantly more interesting (90% said very or quite interesting, vs. 70% of paper group), though generally students found the case interesting however it was presented.
★ 84% of students who had done the ‘live’ exercise & 74% of students doing the paper case study felt motivated to learn more about epilepsy & anti-epileptic drugs.
★ Both groups felt they knew a lot more about epilepsy after the case study, however it was presented.
★ Student perceptions of technical knowledge gained differed: the paper-based students were ‘more confident’ that they could identify technical terms and definitions, perhaps because this was emphasized by some of the tutorial leaders?
★ However, objective evidence from a technical MCQ on anti-epileptic drugs showed that both groups were able to answer the question equally well; indeed, if anything, the live group were slightly more likely to get the correct answer.
Conclusions:
★ A ‘live’ interaction with a simulated patient is more interesting, motivates students to learn more about the topic overall, and is strongly preferred (by the students themselves) to a paper-based exercise.
Phot
os b
y M
ark
Dol
by
0
10
20
30
40
Strong preference patient Prefer patient Neutral Prefer paper Strong preference paper
What exercise did students prefer?N
umb
er o
f stu
den
ts
patientpaper
0
15
30
45
60
Was the session interesting?
% r
esp
ond
ents
by
exp
erie
nce
Very !! Quite !! OK! ! Dull!! BoringInteresting!Interesting
Responses totechnical question on anti-epileptic drugs:
79%
21%
actor simulation
CorrectIncorrect
74%
26%
paper version
CorrectIncorrect
Improved understanding? patient paper
know much more 53% 50%
know quite a lot more 42% 44%
not sure 0 4%
don’t know more than before session 5% (1 student) 0
don’t understand topic at all 0 0
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