Table 4 Beliefs about Multiplayer Online Healthcare Simulations and Relative Value of Clinical Facts, Critical Thinking and Interpersonal Skills
From: Medical student attitudes toward video games and related new media technologies in medical education
| Â | Total n(%) | Males n(%) | Females n(%) | P-value |
|---|---|---|---|---|
How interested are you in multiplayer online healthcare simulations that realistically replicate the experience of what it's like to be in professional practice*(N = 200) | Â | Â | Â | Â |
   Very interested | 55(28) | 39(42) | 16(15) | <0.001 |
   Somewhat interested | 116(58) | 49(53) | 67(63) | NS** |
   Not at all interested | 29(15) | 5(5) | 24(22) | NS |
Multiplayer online healthcare simulations would be interesting to me if:(N = 200) | Â | Â | Â | Â |
   It was fun | 193(97) | 90(97) | 103(96) | NS |
   It helped me to develop skill and comfort in patient interactions | 180(90) | 79(85) | 101(94) | NS |
   It modeled the economics of different healthcare systems | 166(83) | 79(85) | 87(81) | NS |
   It let me experience firsthand the authentic experiences that shaped the views and values of professors I admire |  |  |  |  |
   As a course, it included in-person mentoring sessions with professors | 165(83) | 79(85) | 86(80) | 0.04 |
   It was visually crafted and strategically designed to equal the best of entertainment properties | 158(79) | 77(83) | 81(76) | NS |
   It modeled politics(e.g., letting people set health policy) in a realistic way | 149(75) | 75(81) | 74(69) | 0.045 |
   It allowed me to meet interesting people in other health-related fields | 148(74) | 72(77) | 76(71) | 0.05 |
   It was part of for-credit course | 142(71) | 72(77) | 70(65) |  |
   It let me overcome challenges in a group with my friends | 134(67) | 68(73) | 66(62) | 0.005 |
| Â | 133(67) | 70(75) | 63(59) | 0.02 |