# Authentic Versus Simulated Patient Videos: Effect on Mental Status Examination—An Educational Randomized Controlled Trial

## TL;DR

A study found that adding real patient videos to an online training module did not improve medical students' mental status examination skills compared to simulated videos.

## Contribution

The study provides empirical evidence that authentic patient videos in e-learning modules do not enhance mental status examination skills in medical students.

## Key findings

- No significant improvement in MSE accuracy was observed in the Full group compared to the Limited group.
- Increased engagement with the videos did not lead to better MSE outcomes.
- Authentic patient videos did not enhance MSE skills compared to simulated videos in a digital-only format.

## Abstract

This study evaluated the impact of adding authentic patient video training to a base e-module featuring simulated patient videos, aimed at improving the mental status examination (MSE) skills of fifth-year medical students during their psychiatric rotation.

A randomized controlled trial (RCT) was conducted with 290 students, assigned to either an experimental group, the full e-learning group (Full), or an active comparator group, the limited e-learning group (Limited). The Limited group received a base e-module on MSE, while the Full group received both the base e-module and an additional module with 23 authentic patient videos. MSE accuracy was assessed digitally 1 week after each rotation through multiple-choice tests based on unseen video cases. Self-reported engagement with the modules was also analyzed.

Of the 290 enrolled students, 190 completed at least one MSE test. No significant improvement in MSE accuracy was observed in the Full group compared to the Limited group (10.1 vs. 9.9; F1,188, 0.152; p = 0.7). Increased engagement with the videos, both within and across groups, did not lead to better MSE outcomes.

The addition of authentic patient videos did not significantly enhance MSE skills compared to simulated videos within the digital-only format of the study. Engagement with the video library did not influence the outcomes. The study adds to the ongoing conversation about the efficacy of e-learning in medical education, emphasizing the need for caution when adopting e-learning approaches without integrating blended learning strategies.