A Comparison of Experiential and Visual Learning for Undergraduate Medical Students

Background: 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. Methods: 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. Results: 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. Conclusions: 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. TECHNOLOGICAL advances offer educators new ways to improve, enhance, and stimulate learning for medical students, residents, and faculty. However, before widespread implementation of new technology, its value as an educational method must be explored and its usefulness over existing methods identified. The use of an anesthesia simulator is associated with significant implications with respect to resources and finances that must be balanced with educational outcomes. In the past, the ability to repeatedly practice skills and exercise judgment in a hands-on manner was severely limited by patient safety issues. Medical students, particularly, were often relegated to the role of “observer” should a critical event arise and require management. However, experiential learning including constructive feedback and error correction is crucial in the development of expertise in medical practice. The simulator offers the ability to provide experiential learning in a risk-free, realistic environment with events that can be repeated and videotaped for valuable feedback. Intuitively, it would seem that this learning environment would be superior to video-assisted teaching. Therefore, the purpose of the current study was to compare the outcomes on both performance-based assessments and written examination questions between students being given simulator-based or videotape teaching.