VIRTUAL CLINICAL REASONING IN BREAKING GENDER BASED LEARNING BARRIERS IN MEDICAL EDUCATION
Back to Page
Authors: Bryan Carson
Keywords: body interact, compentency based learning, virtual simulation, clinical reasoning, new technology implementation, gender specific education problems, medical education, advancing clinical practice
Abstract: Background: Gender-based learning barriers historically exist across all levels of education regardless of the techniques implemented and they could strongly imprint on an individual’s learning. Except for the lack of equal career opportunities from a gender perspective, there is little evidence of how this has in the past affected Medical Education. There is even less current literature on how those barriers could be broken down to have a more efficient and truly inclusive Medical Education system. Body Interact is an innovative new clinical reasoning software and equipment that allows healthcare institutions to structure their medical education based around clinical reasoning, problem-solving and competency training. By understanding this problem, medical education stakeholders could deliver improved outcomes in a more informed manner. This is especially important given the weight of influence that new technological innovations are bringing across all sectors of Healthcare. Objective: This study aimed to identify and compare the difference between medical students of different backgrounds to see how they responded and were educated by virtual clinical reasoning equipment. Methods: Using the Body Interact® table, we designed a one-hour training session with groups of six students on the topic of managing trauma on simulated patients. The student sample ranged in gender, age, years of study, ethnicity, and nationality. After the completed session each student received a questionnaire to indicate how they felt the experience compared and impacted their perspective of learning. Results: The Virtual Clinical Simulation experience was positively assessed by the study participants. We found a very strong pattern of approval among the respondents with no statistical difference in terms of gender. Conclusion: This study suggests that virtual clinical reasoning and simulation as part of a mainstay Medical Education program could widen access and reduce the opportunity gaps in contrast to traditionally delivered medical programs.