Development and evaluation of a virtual patient-based exam in occupational medicine

• Autorzy: Hege I. , Schröpfer I. , Radon K.

Identyfikatory

DOI

10.1515/bams-2015-0008

• Języki publikacji: EN

Abstrakty

EN

Occupational medicine (OM), especially the ability to recognize potentially workplace-related diseases or accidents, is important for medical students to learn. The assessment in OM at the Ludwig-Maximilians-University is implemented as a paper-based, multiple-choice question exam that does not assess the students’ ability to remember occupational aspects in clinical contexts. Therefore, the aim of this study was to create and evaluate an online exam based on 19 virtual patients to assess the aspects of OM in an interdisciplinary setting. Thirty-nine medical students participated in the exam with an average score of 65%. The score for freetext questions assessing OM aspects was low (39%). The study showed that the implementation of an interdisciplinary VP-based exam is feasible. The integration of such an interdisciplinary exam would be feasible, for example, as an open-book assessment.

Słowa kluczowe

EN

interdisciplinary assessment; occupational medicine; virtual patient

• Wydawca: Uniwersytet Jagielloński - Collegium Medicum ; Index Copernicus Sp. z o.o.
• Czasopismo: Bio-Algorithms and Med-Systems
• Rocznik: 2015
• Tom: Vol. 11, no. 2
• Strony: 101--105
• Opis fizyczny: Bibliogr. 15 poz., tab.

Twórcy

autor

Hege I.

• nstitut für Didaktik und Ausbildungsforschung in der Medizin, University Hospital of Munich (LMU), Ziemssenstr. 1, Munich 80337, Germany

autor

Schröpfer I.

• Klinik für Anästhesiologie, University Hospital of Munich (LMU), Munich, Germany

autor

Radon K.

• Center for International Health at Institute and Outpatient Clinic for Occupational, Social and Environmental Medicine, University Hospital of Munich (LMU), Munich, Germany

Bibliografia

• 1. Kolb S, Wengenroth L, Hege I, Praml G, Nowak D, Cantineau J, et al. Case based e-learning in occupational medicine – a European approach. J Occup Environ Med 2009;51:647–53.
• 2. Braeckman L, Bekaert M, Cobbaut L, De Ridder M, Glazemakers J, Kiss P. Workplace visits versus case studies in undergraduate occupational medicine teaching. J Occup Environ Med 2009;51:1455–9.
• 3. Radon K, Kolb S, Reichert J, Baumeister T, Fuchs R, Hege I, et al. Case-based e-learning in occupational medicine. The NetWoRM Project in Germany. Ann Agric Environ Med 2006;13:93–8.
• 4. Hege I, Radon K, Dugas M, Scharrer E, Nowak D. Web-based training in occupational medicine. Int Arch Occup Health 2003;76:50–4.
• 5. Ellaway R. An architectural model for MedBiquitous virtual patients. Available at: http://groups.medbiq.org/medbiq/display/VPWG/MedBiquitous+Virtual+Patient+Architecture. Accessed: 20 Jan 2015.
• 6. Cendan J, Lok B. The use of virtual patients in medical school curricula. Adv Physiol Educ 2012;36:48–53.
• 7. Yang RL, Hashimoto DA, Predina JD, Bowens NM, Sonnenberg EM, Cleveland EC, et al. The virtual-patient pilot: testing a new tool for undergraduate surgical education and assessment. J Surg Educ 2013;70:394–401.
• 8. Courteille O, Bergin R, Stockeld D, Ponzer S, Fors U. The use of a virtual patient case in an OSCE-based exam – a pilot study. Med Teach 2008;30:e66–76.
• 9. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990;65:63–7.
• 10. CASUS Virtual Patient Player. Available at: http://www.casus.eu. Accessed: 27 Mar 2015.
• 11. Smits PB, de Graaf L, Radon K, de Boer AG, Bos NR, van Dijk FJ, et al. Case-based e-learning to improve the attitude of medical students towards occupational health, a randomised controlled trial. Occup Environ Med 2012;69:280–3.
• 12. Rotthoff T, Baehring T, Dicken HD, Fahron U, Richter B, Fischer MR, et al. Comparison between long-menu and openended questions in computerized medical assessments. A randomized controlled trial. BMC Med Educ 2006;6:50.
• 13. van Bruggen L, Manrique-van Woudenbergh M, Spierenburg E, Vos J. Preferred question types for computer-based assessment of clinical reasoning: a literature study. Perspect Med Educ 2012;1:162–71.
• 14. Sharma N. Open book assessment in medical school. Med Teach 2015;37:201–2.
• 15. Weinstein D. Feedback in clinical education: untying the Gordian knot. Acad Med 2015;90:559–561.