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Related Experiment Video

Updated: May 16, 2026

Characterization of the Sense of Agency over the Actions of Neural-machine Interface-operated Prostheses

Characterization of the Sense of Agency over the Actions of Neural-machine Interface-operated Prostheses

Published on: January 7, 2019

Man versus machine: the preferred modality.

Jill Sanko¹, Ilya Shekhter, Lisa Rosen

¹University of Miami-Jackson Memorial Hospital Center for Patient Safety, Miami, Florida 33136, USA.

The Clinical Teacher

|November 22, 2012

Summary

This summary is machine-generated.

Medical students overwhelmingly preferred standardized patients (SPs) over high-technology simulators (HTS) in simulation-based learning. While both modalities effectively achieved learning objectives, SPs were perceived as more realistic and preferred by 91% of participants.

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Area of Science:

Medical Education
Simulation-Based Learning
Healthcare Professional Training

Background:

Simulation modalities, including standardized patients (SPs) and high-technology simulators (HTS), are used in medical education.
The preference between SPs and HTS when learning objectives do not mandate a specific modality is unclear.
The impact of simulation modality on leadership, comfort, competence, and diagnostic skills requires further investigation.

Purpose of the Study:

To determine medical students' preference between SPs and HTS.
To assess the influence of simulation modality on perceived realism, comfort, competence, leadership, and differential diagnosis generation.
To evaluate the effectiveness of SPs versus HTS in achieving learning objectives.

Main Methods:

140 medical students participated in simulation-based teamwork activities using either SPs or HTS.
Two clinical scenarios were utilized, with participants completing surveys on realism, comfort, competence, and leadership.
Students indicated their modality preference and listed differential diagnoses after the second scenario.

Main Results:

91% of students preferred SPs over HTS.
SPs were rated as significantly more realistic than HTS.
Comfort and competence scores improved after the second scenario, with no difference in differential diagnosis generation between modalities.
Leadership role assertion doubled from the first to the second simulation.

Conclusions:

Both SPs and HTS are similarly effective for achieving learning objectives and demonstrating skills.
Medical students demonstrate a clear preference for standardized patients in simulation-based learning activities.
The choice of simulation modality may significantly impact student perception of realism and overall experience.