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Computer-simulated clinical encounters. I. Development, utilization, and evaluation of a program.

M S Breese, A C Welch, F Schimpfhauser

    Journal of the American Dietetic Association
    |April 1, 1977
    PubMed
    Summary
    This summary is machine-generated.

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    Computer-simulated clinical experiences showed no difference in student learning or performance compared to traditional hospital settings. Faculty supervision of remaining clinical time was also enhanced, supporting the integration of simulation into dietetics education.

    Area of Science:

    • Dietetics Education
    • Medical Simulation
    • Health Professions Education

    Background:

    • Traditional dietetics education relies heavily on hospital-based clinical experiences.
    • There is a growing need for innovative and flexible learning modalities in health professions.
    • Evaluating the efficacy of alternative clinical training methods is crucial.

    Purpose of the Study:

    • To assess the impact of computer-simulated clinical experiences on academic learning and clinical performance in dietetics students.
    • To evaluate the effectiveness of faculty monitoring when hospital-based clinical experiences are reduced.
    • To determine the feasibility of integrating simulated experiences into the established dietetics curriculum.

    Main Methods:

    • A two-year pilot study was conducted.

    Related Experiment Videos

  • Computer-simulated clinical encounters were used to substitute for some hospital-based clinical experiences.
  • Academic learning and clinical performance were measured and compared.
  • Faculty supervision of remaining clinical experiences was assessed.

    • Main Results:

    • No significant differences were found in academic learning between students using simulated and traditional experiences.
    • No significant differences were observed in clinical performance.
    • Strong evidence indicated more decisive faculty monitoring of the time students spent in fewer hospital-based clinical experiences.
    • Positive findings supported the continuation of computer-simulated clinical encounters.

    Conclusions:

    • Computer-simulated clinical experiences are a viable alternative to traditional hospital-based learning in dietetics.
    • Simulation enhances, rather than detracts from, the quality of student learning and performance.
    • The integration of simulation into the dietetics curriculum at The Ohio State University is supported by pilot data.