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Greg B. Martin

Undergraduate Major: Health Services Administration

McNair Mentor:
Dr. Kiminobu Sugaya, Molecular Science Center


Greg B. Martin

Greg B. Martin was born in Warren, Ohio. His research interests include how clinical decision making and case simulations will change the way future health care students learn. He believes that we are at the dawn of experiencing a new teaching method that our future children will embrace. In addition to research through the McNair program, he is actively involved in the UCF Research and Mentoring Program (RAMP), Alpha Beta Gamma and Tau Sigma (both international Business Honor Societies). He hopes to pursue a graduate education in Health Services Administration. The following is an abstract of research Greg completed as an undergraduate at UCF:

Title: Assessment of clinical decision-making skills using computer-assisted case simulations

Conducted at the University of Central Florida as part of the McNair Scholars Program.

Mentor:Dr. Kiminobu Sugaya, Molecular Science Center

Abstract: This study investigated the use of computer simulated virtual patients on pre-clinical undergraduate students' reflective thinking and decision-making abilities. Patient case decision-making proficiencies were significantly improved in both online scenario formats compared to traditional non-scenario modular content delivery. The online virtual simulated modality (18%) showed the most improved decision-making skills compared to written case scenarios (7%). The online simulations were perceived to be more realistic with the highest level of student engagement as indicated by prolonged case study times and motivational factors. The simulated clinical decision-making outcomes correlated with improved pre- vs post-examination test scores. A patient clinical case was developed for Osteoarthritis, which included patient histories, signs and symptoms, laboratory and diagnostic results, differential diagnoses, and treatment options. The case was presented online as written text and virtual simulation and assessed for the students’ ability to successfully learn from this case-based format and make the best possible clinical decisions. The students have to decide what type of histories to view, what tests and diagnostics to utilize, what differential diagnoses are probable, and ultimately what sort of final diagnosis and treatments are optimal for the case. The students’ choices in these areas are automatically scored thereby allowing for real-time, continuous, self-assessment. The cases are dynamic, and as such, can be repeated selecting different choices to compare outcomes. The use of computer assisted patient simulations should significantly improve the students' decision-making abilities. The final stage is to assess the students' ability to successfully learn from this case based format and make the most appropriate clinical decisions. (Segal, Martin, McDonald)