Ricciotti Hope A, Hacker Michele R, De Flesco Lindsay D, Dodge Laura E, Huang Grace C
Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, Boston, MA 02215, USA.
J Reprod Med. 2010 Nov-Dec;55(11-12):498-502.
To determine whether medical students using the Normal Pregnancy Virtual Patient program (Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, Massachusetts) have better knowledge and skills in obstetric counseling than traditional clerkship students.
We performed a randomized, controlled trial of 23 students at Harvard Medical School to determine whether participation in a virtual patient program improves medical student knowledge and skills in obstetric counseling. Students were randomized to the obstetrics/gynecology clerkship (n = 11) or the clerkship plus Normal Pregnancy Virtual Patient (n = 12) in 2006-2008. Students interviewed a standardized patient at the end of the clerkship. Two blinded physicians reviewed the videotaped interview and used a standardized checklist to assess knowledge and counseling skills in preconception, breastfeeding, genetics, postpartum counseling, and overall performance.
Stratified analyses indicated the virtual patient group provided significantly better preconception counseling than controls (p = 0.002). Overall, students who completed the Virtual Patient program scored higher than those in traditional clerkship alone, though not significantly (26.0 vs. 22.0, p = 0.25). The study may not have had sufficient numbers of students enrolled to detect a significant difference.
The use of a virtual patient program in obstetrics improves medical students' preconception counseling skills.
确定使用正常妊娠虚拟患者程序（哈佛医学院和马萨诸塞州波士顿贝斯以色列女执事医疗中心）的医学生在产科咨询方面是否比传统见习学生拥有更好的知识和技能。
我们对哈佛医学院的23名学生进行了一项随机对照试验，以确定参与虚拟患者程序是否能提高医学生在产科咨询方面的知识和技能。2006年至2008年，学生被随机分为妇产科见习组（n = 11）或见习加正常妊娠虚拟患者组（n = 12）。学生在见习结束时采访一名标准化患者。两名盲法医生观看采访录像，并使用标准化检查表评估孕前、母乳喂养、遗传学、产后咨询方面的知识和咨询技能以及整体表现。
分层分析表明，虚拟患者组提供的孕前咨询明显优于对照组（p = 0.002）。总体而言，完成虚拟患者程序的学生得分高于仅参加传统见习的学生，尽管差异不显著（26.0对22.0，p = 0.25）。该研究纳入的学生数量可能不足以检测到显著差异。
在产科使用虚拟患者程序可提高医学生的孕前咨询技能。
