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Second Life and Classroom Environments: Comparing Small Group Teaching and Learning in Developing Clinical Reasoning

Mary M Pereira1, Elpida Artemiou1, Dee McGonigle2

  • 1Ross University School of Veterinary Medicine (RUSVM), P.O. Box 334, Basseterre, St. Kitts and Nevis.

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Summary
This summary is machine-generated.

Virtual reality platforms like Second Life (SL) offer comparable clinical reasoning skill development to traditional classrooms for veterinary students. This study found SL participants showed improved scores in key areas, demonstrating its potential as an effective educational tool.

Keywords:
Clinical reasoning assessmentClinical reasoning processSecond lifeVeterinary educationVirtual learning

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Area of Science:

  • Veterinary Medical Education
  • Medical Simulation
  • Clinical Reasoning Development

Background:

  • Clinical reasoning is crucial for medical professionals, traditionally taught via small group discussions.
  • Exploring innovative teaching methods to enhance clinical reasoning skills is essential.
  • Virtual platforms present a novel avenue for medical education and skill development.

Purpose of the Study:

  • To compare the effectiveness of teaching and learning clinical reasoning through the virtual platform Second Life (SL) versus traditional classroom settings.
  • To assess veterinary students' clinical reasoning competency in both virtual and traditional learning environments.

Main Methods:

  • First-semester veterinary students were divided into two groups: virtual (n=34) via SL and traditional classroom (n=41).
  • Both groups engaged in three small group meetings facilitated to discuss a clinical case.
  • A seven-item clinical reasoning rubric was used for teaching, learning, and assessment, with scores ranging from 0 to 28.

Main Results:

  • No significant difference in overall clinical reasoning scores between SL and traditional groups (SL: M=14.0, SD=2.6; Classroom: M=12.2, SD=2.6).
  • Positive associations were found between gathering historical information, physical examination information, and prioritizing patient problems for all participants.
  • The SL cohort demonstrated significantly higher rubric scores for gathering historical information (p=0.03), gathering physical examination information (p<0.01), and prioritizing patient problems (p=0.02).

Conclusions:

  • Small group interaction in both Second Life and traditional classroom settings provides a comparable educational platform for developing clinical reasoning skills.
  • Virtual reality environments like SL show promise for enhancing specific aspects of clinical reasoning, particularly information gathering and problem prioritization.
  • These findings support the integration of virtual platforms into medical education to supplement traditional teaching methods for clinical reasoning development.