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

Luke A WoodhamJonathan RoundTerese StenforsAleksandra BujaczKlas KarlgrenTrupti JivramViktor RiklefsElla PoultonTerry Poulton
Published in: PloS one (2019)
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.
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