A mixed methods study comparing video based and paper based diagnostic error education for medical students.

Area of Science:

• Medical Education
• Patient Safety
• Diagnostic Error Research

Background:

• Diagnostic errors significantly impact patient outcomes, necessitating improved prevention strategies.
• Simulated patient case studies are valuable educational tools for medical students to mitigate diagnostic errors.
• Comparing different teaching modalities is crucial for optimizing medical education.

Purpose of the Study:

• To compare the effectiveness of video-based versus paper-based diagnostic error case studies for medical students.
• To assess the impact on knowledge, motivation, and provider responsibility beliefs regarding diagnostic errors.
• To explore the learning experiences and themes generated by different case study formats.

Main Methods:

• A mixed-method, non-blinded randomized controlled trial involving 113 Japanese medical students.
• Participants were assigned to either video-based (n=57) or paper-based (n=56) diagnostic error case study modules.
• Pre- and post-intervention assessments measured knowledge, motivation, and beliefs; qualitative analysis explored learning themes.

Main Results:

• Students in the video group reported greater self-perceived knowledge improvement (P=0.019).
• Analysis of covariance revealed no significant between-group differences in knowledge after baseline adjustment.
• Qualitative analysis identified themes related to immersive learning, diagnostic process application, and diverse perspectives.

Conclusions:

• Video-based case studies may foster more immersive learning and enhance recognition of high-risk scenarios.
• While self-perceptions differ, objective knowledge gains require further investigation across modalities.
• Effective diagnostic error education should consider diverse learning styles and perspectives.