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Evaluation of different designs of virtual patients: first results using the eVIP evaluation instruments

Oberle S., Huber S., Nawrotzki R., Harter C., Schönit E., Schäfer N., Tönshoff B., Huwendiek S.

Bio-Algorithms and Med-Systems

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2010

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Vol. 6, no. 11

15--19

EN

Introduction: Application of electronic virtual patients (VPs) is not only restricted to the clinical part of medical education. VPs can be used in preclinical years as well as in advanced trainings for physicians. The presented study overviews and compares different designs of VPs in different educational scenarios and summarizes their evaluations. Methods: Due to the needs of each scenario the design of VPs got adjusted. The range of preclinical and clinical subjects comprised anatomy, biochemistry, child and youth psychiatry, paediatrics and others. In addition to the online evaluation through the students at the end of each VP, checklists completed by the VP designers got evaluated and compared due to each type of design using the eViP evaluation instruments. Results: Evaluation results will be presented in detail including weaknesses and strengths of design with respect to the scenario made for. Allover the feedback was encouraging and positive. A descriptive comparison of each type of design will be discussed including feedback of students and VP designers. Conclusions: VPs can be adjusted in design to suit different educational scenarios. The eViP design evaluation instruments proved to be helpful to further optimize VP design according to the scenarios used in.

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Repurposing virtual patients for the preclinical years - a pilot study

Oberle S., Huber S., Tönshoff B., Nawrotzki R., Huwendiek S.

Bio-Algorithms and Med-Systems

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2009

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Vol. 5, no. 9

79--82

EN

Introduction: Electronic virtual patients are becoming increasingly more popular in medical education. These interactive clinical scenarios seem to be well suited to integrate clinical case examples into preclinical education, thereby demonstrating relevance of the subjects studied and fostering transfer between theoretical and clinical subject matter. We report on a pilot study dealing with the repurposing of an existing clinical virtual patient to the preclinical part of medical education, with an assessment of the associated effort. Methods: For this pilot study, a CAMPUS virtual patient (www. campusvirtualpatients.com), originally created and implemented for teaching and assessment within the regular pediatric curriculum, was taken and repurposed for the preclinical part of medical education. According the preclinical learning objectives, this virtual patient was redesigned and the clinical level of difficulty was simplified. For the first time interactive graphics were used in the CAMPUS system. 26 second year medical students voluntarily worked through the virtual patient as self study, then completed a questionnaire. Results: 26 students took part in this pilot study. The results indicate a very high acceptance of virtual patients as learning tools and attest to a successful combination of clinical and preclinical elements. Students wish to have more virtual patients like the one presented, with cases in different preclinical subjects. The level of difficulty with respect to clinical features and the required knowledge needed to successfully complete the virtual patient is rather sophisticated for the preclinical part of medical education. The calculated associated effort for repurposing was 68 hours. Conclusions: This pilot study indicates that students appreciate using virtual patients as a part of their preclinical education. It seems worthwhile to repurpose clinical virtual patients for the preclinical years. However, confirmation with a larger student population is needed and studies higher up within the Kirkpatrick levels would be beneficial.

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Repurposing virtual patients for clinical reasoning: development of a guideline and assessment of time and effort

Hanebeck B., Tönshoff B., Huwendiek S.

Bio-Algorithms and Med-Systems

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2009

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Vol. 5, no. 9

69--72

EN

Introduction: Fostering clinical reasoning is considered to be one of the major learning goals in medical education. However, there is only limited access to real patients to learn clinical reasoning. This deficiency can be overcome by providing virtual patients as an adjunct to real patient encounters. Research has been carried out on design features for virtual patients, especially to improve clinical diagnostic reasoning skills. However, developing new virtual patient cases from scratch is costly, making it reasonable to repurpose existing cases. Efforts to apply these to already existing virtual patients are, as yet, unreported, but are considered to be considerably lower than creation of new cases. Methods: We established a guideline for repurposing virtual patients for fostering clinical reasoning, which was developed from the literature and from our own experiences in repurposing 15 virtual patients. Furthermore, we documented the associated effort in terms of work hours. Results: The established guideline for repurposing virtual patients for clinical reasoning includes the following six major steps: (1) Case selection and initial check; (2) Literature review; (3) Development of a repurposing concept; (4) Enrichment for fostering clinical reasoning; (5) Reduction of cognitive load; (6) Final checks including review by expert and completion. The six steps are described in detail. The associated time and effort were calculated on average by 33 hours per case. Conclusion: We describe a guideline for repurposing virtual patients for clinical reasoning and its associated time and effort. We hope that others planning to repurpose virtual patients for clinical reasoning find this guideline helpful.

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Evaluation of curricular integration of virtual patients: development of a student questionnaire and a reviewer checklist within the electronic virtual patient (eVIP) project

Huwendiek S., Haider H. R., Tönshoff B., de Leng B.

Bio-Algorithms and Med-Systems

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2009

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Vol. 5, no. 9

35--44

EN

Introduction: The use of virtual patients in medical education is increasing rapidly. The curricular integration of the e-learning modules is essential for their success. To date, we are not aware of any published standardized instruments to evaluate the curricular integration of virtual patients. Methods: In a literature review, we searched for valuable frameworks for designing a student questionnaire and a teacher checklist concerning the curricular integration of virtual patients. The resulting instruments were reviewed by the electronic Virtual Patient project (eVIP) partners and accordingly refined. The resulting instruments were tested on the target groups and further refined. The resulting student questionnaire was translated into the 6 partner languages, again tested and refined. Results: Student questionnaires in six languages and a reviewer checklist concerning the curricular integration of virtual patients were developed based on a framework informed by the literature. The final student instruments consist of 20 questions, clustered in the following 5 main categories: teaching presence, cognitive presence, social presence, learning effect, and overall judgement. The final reviewer checklist consists of 12 questions characterizing the virtual patient scenario and 24 items around the same 5 main categories. Conclusion: We developed multi-lingual student questionnaires and a teacher checklist, in order to analyze and compare virtual patient curricular integration scenarios around the globe.