杂志文章Gunther Eysenbach在虚拟世界中学习:%A Wiecha,John %A Heyden,Robin %A Sternthal,Elliot %A Merialdi,Mario %+家庭医学系，波士顿大学医学院，波士顿医学中心，道林5南，1 BMC Place, MA 02118, 617 414 4465, john.wiecha@bmc.org背景:虚拟世界正迅速成为教育技术景观的一部分。第二人生(SL)就是这些环境中最著名的一个。虽然已经注意到辅助学习在保健专业教育方面的潜力，但对世界文献和万维网的搜索显示，用于这一目的的辅助学习的正式应用数量有限，对教育成果的评价也很少。同样，将虚拟世界用于卫生专业人员的持续发展的情况似乎基本未见报道。方法:我们在虚拟世界“第二人生”中设计并实施了一个实验性的研究生医学教育项目。我们的目标是:(1)探索为医生提供继续医学教育(CME)的虚拟世界的潜力;(2)确定使用SL进行CME的可能的教学设计;(3)了解SL对CME的局限性; (4) understand the barriers, solutions, and costs associated with using SL, including required training; and (5) measure participant learning outcomes and feedback. We trained and enrolled 14 primary care physicians in an hour-long, highly interactive event in SL on the topic of type 2 diabetes. Participants completed surveys to measure change in confidence and performance on test cases to assess learning. The post survey also assessed participants’ attitudes toward the virtual learning environment. Results: Of the 14 participant physicians, 12 rated the course experience, 10 completed the pre and post confidence surveys, and 10 completed both the pre and post case studies. On a seven-point Likert scale (1, strongly disagree to 7, strongly agree), participants’ mean reported confidence increased from pre to post SL event with respect to: selecting insulin for patients with type 2 diabetes (pre = 4.9 to post = 6.5, P= .002); initiating insulin (pre = 5.0 to post = 6.2, P= .02); and adjusting insulin dosing (pre = 5.2 to post = 6.2, P= .02). On test cases, the percent of participants providing a correct insulin initiation plan increased from 60% (6 of 10) pre to 90% (9 of 10) post (P= .2), and the percent of participants providing correct initiation of mealtime insulin increased from 40% (4 of 10) pre to 80% (8 of 10) post (P= .09). All participants (12 of 12) agreed that this experience in SL was an effective method of medical education, that the virtual world approach to CME was superior to other methods of online CME, that they would enroll in another such event in SL, and that they would recommend that their colleagues participate in an SL CME course. Only 17% (2 of 12) disagreed with the statement that this potential Second Life method of CME is superior to face-to-face CME. Conclusions: The results of this pilot suggest that virtual worlds offer the potential of a new medical education pedagogy to enhance learning outcomes beyond that provided by more traditional online or face-to-face postgraduate professional development activities. Obvious potential exists for application of these methods at the medical school and residency levels as well. %M 20097652 %R 10.2196/jmir.1337 %U //www.mybigtv.com/2010/1/e1/ %U https://doi.org/10.2196/jmir.1337 %U http://www.ncbi.nlm.nih.gov/pubmed/20097652