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Effects of Using Human Patient Simulator (HPS) versus a CD-ROM on Cognition and Critical Thinking

By PhD Don Johnson, PhD MSN Amanda Flagg and PhD Theresa L. Dremsa

Abstract

Background: Very little prospective randomized experimental research exists on the use of simulation as a teaching method, and no studies have compared the two strategies of using the HPS and a CD-ROM. In addition, no researchers have investigated the effects of simulation on various levels of cognition, specifically lower-level and higher-level cognition or critical thinking.Objectives: A prospective pretest-posttest experimental mixed design (within and between) was used to determine if there were statistically significant differences in HPS and CD-ROM educational strategies in lower-level, higher-level cognition and critical thinking.Results: A repeated measures multivariate analysis of variance (RMANOVA) with LSD post-hoc tests were used to analyze the data. There were no significant differences between the HPS and CD-ROM groups on lower-level cognition scores. The HPS group did significantly better than the CD-ROM group on higher-level cognition and critical thinking scores.Conclusion: This study demonstrated that the choice of teaching strategies for lower-level cognition does not make a statistically significant difference in outcome. However, the HPS is superior to using CD-ROM and should be considered as the choice in teaching

Topics: simulation, teaching strategies, cognition, critical thinking, Special aspects of education, LC8-6691, Education, L, DOAJ:Education, DOAJ:Social Sciences, Medicine (General), R5-920, Medicine, R, DOAJ:Medicine (General), DOAJ:Health Sciences
Publisher: Co-Action Publishing
Year: 2008
OAI identifier: oai:doaj.org/article:0904cdaad82d4f5e964e8f8b4d9e8671
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