Morgan Pamela J, Cleave-Hogg Doreen, McIlroy Jodi, Devitt James Hugh
University of Toronto, Ontario, Canada.
Anesthesiology. 2002 Jan;96(1):10-6. doi: 10.1097/00000542-200201000-00008.
The availability of simulator technology at the University of Toronto (Toronto, Ontario, Canada) provided the opportunity to compare the efficacy of video-assisted and simulator-assisted learning.
After ethics approval from the University of Toronto, all final-year medical students were invited to participate in the current randomized trial comparing video-based to simulator-based education using three scenarios. After an introduction to the simulator environment, a 5-min performance-based pretest was administered in the simulator operating room requiring management of a critical event. A posttest was administered after students had participated in either a faculty-facilitated video or simulator teaching session. Standardized 12-point checklist performance protocols were used for assessment purposes. As well, students answered focused questions related to the educational sessions on a final examination. Student opinions regarding the value of the teaching sessions were obtained.
One hundred forty-four medical students participated in the study (scenario 1, n = 43; scenario 2, n = 48; scenario 3, n = 53). There was a significant improvement in posttest scores over pretest scores in all scenarios. There was no statistically significant difference in scores between simulator or video teaching methods. There were no differences in final examination marks when the two educational methods were compared. Student opinions indicated that the experiential simulator sessions were more enjoyable and valuable than the video teaching sessions.
Both simulator and video types of faculty-facilitated education offer a valuable learning experience. Future work is needed that addresses the long-term effects of experiential learning in the retention of knowledge and acquired skills.
加拿大多伦多大学（安大略省多伦多市）拥有模拟技术，这为比较视频辅助学习和模拟辅助学习的效果提供了契机。
经多伦多大学校伦理委员会批准后，邀请所有医学专业最后一年的学生参与本次随机试验，该试验使用三种场景比较基于视频的教育和基于模拟的教育。在向学生介绍模拟环境后，在模拟手术室进行一次为期5分钟的基于操作表现的预测试，测试内容为处理一个危急事件。在学生参加了由教师指导的视频教学或模拟教学课程后，进行一次后测试。使用标准化的12分清单式表现协议进行评估。此外，学生在期末考试中回答与教学课程相关的针对性问题。收集了学生对教学课程价值的看法。
144名医学生参与了该研究（场景1，n = 43；场景2，n = 48；场景3，n = 53）。在所有场景中，后测分数均比前测分数有显著提高。模拟教学法和视频教学法的分数在统计学上没有显著差异。比较两种教育方法时，期末考试成绩没有差异。学生的意见表明，体验式模拟课程比视频教学课程更有趣且更有价值。
教师指导的模拟教学和视频教学都提供了有价值的学习体验。未来需要开展相关工作，以研究体验式学习在知识保留和技能获取方面的长期影响。
