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Availability of content information does not improve performance on computerized case simulations.

T G Lynch1, P D Schneider

  • 1Department of Surgery, College of Medicine, University of Nebraska Medical Center, Omaha, Nebraska, USA.

American Journal of Surgery
|September 27, 2000
PubMed
Summary

Providing prior knowledge of content area did not improve scores on computer-based simulations for surgical clerkship students. Performance assessment scores remained consistent across successive academic years.

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Area of Science:

  • Medical Education
  • Surgical Simulation
  • Performance Assessment

Background:

  • Previous studies showed score increases within an academic year but not between years using computer-based simulations.
  • Information sharing's effect on performance was indirectly assessed previously.

Purpose of the Study:

  • To directly assess the impact of providing content area information on student performance in computer-based simulations.
  • To determine if prior knowledge influences scores in successive academic years.

Main Methods:

  • Administered 8 computer-based case simulations over 2 years to 220 third-year students.
  • Provided students with case stems or introductory material in the second year of the study.
  • Evaluated performance at the conclusion of 12 surgical clerkship rotations (6 per year).

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Main Results:

  • No overall increase in mean examination scores was observed across the 2 years.
  • Significant score differences were noted in 2 of 8 cases: one increased, and one decreased.
  • Performance assessment scores did not consistently improve with shared content information.

Conclusions:

  • Prior knowledge of content area does not influence student scores on computerized performance assessments.
  • Computer-based simulations may not effectively transfer knowledge between successive student cohorts.
  • Further research is needed to optimize simulation-based medical education strategies.