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Content available remote 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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Content available remote 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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Content available remote 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.
4
Content available remote Repurposing existing virtual patients; an Anglo-German case study
Balasubramaniam C., Poulton T., Huwendiek S.
Bio-Algorithms and Med-Systems
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2009
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Vol. 5, no. 9
91--98
EN
Virtual Patients (VPs) are expensive to make from scratch. An attractive solution is to take those from one institution and transfer them to another. However, is it educationally feasible to simply translate the language of a VP from one country to another? The Repurposing Existing Virtual Patients (REViP) project between St George's, University of London and the University of Heidelberg has repurposed and content-enriched existing German VPs to English language, culture and pedagogy. These VPs were then embedded, tested and evaluated as core components within the paediatrics module and then ultimately made open to the wider community for free. The project has confirmed that repurposing and enriching is an effective way to share and reuse VPs as opposed to creating from scratch. However, much care should be taken to make the VPs suitable for the educational needs of the student, in their local context. This case study explores how the project was implemented and highlights the key outputs and conclusions.
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Content available remote Needs analysis for virtual patients: a report from the eVIP project
Davies D. A., Balasubramaniam C., Huwendiek S., de Leng B.
Bio-Algorithms and Med-Systems
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2009
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Vol. 5, no. 9
29--34
EN
The eViP Programme has conducted a survey on the current use of virtual patients across the EU and the wider global community. A total of 216 respondents have given feedback on the current and potential future use of virtual patients, including different educational settings and scenarios within which virtual patients have been used. Data has been gathered on different business models for access to a repository of virtual patients. The broad demographic profile of respondents has been gathered to help analyse these data in context. This report will be of use to those considering a virtual patient approach in their curricula, as well as providing a snap-shot of the current good practice in this area. It is planned to release an updated version of this survey in 2010 towards the end of the eViP Programme so that changes in opinion and implementation of a VP approach can be reviewed.
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Content available remote Integration of virtual patients into existing curricula of bh pediatric departments results of two evaluation studies
Bokonjic D., Petrov B., Masic S., Huwendiek S., Lozo S.
Bio-Algorithms and Med-Systems
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2009
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Vol. 5, no. 9
17--21
EN
Introduction: Virtual patients (VPs) are interactive computer programmes that simulate real-life clinical scenarios. We have identified pediatric departments at BH Medical faculties Foca and Mostar as suitable for introducing virtual patients due to the lack of training in patient management and clinical reasoning. Methodology: We have introduced three virtual patients of the CAMPUS system (www.campusvirtualpatients.com). Our tutors were trained by the staff of the Medical Faculty of Heidelberg University. We organized introduction sessions and then divided our students into small groups. Two studies were done using questionnaires, which measured students' satisfaction, learning outcomes, design of virtual patients and the perception of different integration scenarios. Results: In the study, students estimated virtual patients as a good tool for studying and fostering clinical reasoning. Average mark of each part of the programme measured by questionnaire and total mark of the whole programme was almost the same (Kruskal-Wallis=7,892; P=0,096). Students assessed the virtual patients as very stimulating for learning of pediatrics and emphasized that the experience they gained will help them in the continuation of their education. Students estimated the design and integration of virtual patients into the curriculum as fostering learning. Conclusion: We evaluated the use of VPs at two BH faculties. Results indicate that VPs were well integrated and will help our students to improve their clinical reasoning.
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Content available remote 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.
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Content available remote Enriching virtual patients with interactive images
Huber S., Hess F., Donkers J., Heid J., de Leng B., Huwendiek S., Haag M.
Bio-Algorithms and Med-Systems
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2009
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Vol. 5, no. 9
73--77
EN
Background: At the University of Heidelberg and Maastricht University, virtual patients are primarily used for training clinical reasoning. Adapting virtual patients for undergraduate students has included the realisation of new features for embedding applied knowledge besides the already existing knowledge questions. Methods: The literature related to interactive images was analysed and scenarios of the usage for various interactive image types were evaluated against the background of virtual patients. A template-based and easy-to-use animation editor was implemented to develop interactive images that were made available to undergraduate medical students. Using such interactive images can help students learning basic facts and fundamental concepts more efficiently. Actually, there are different types of interactive images available, e.g. mouse-over or drag-and-drop labelling images. These interactive images are realized in Adobe Flash and can either be used stand-alone or integrated as media files in CAMPUS virtual patients. The latter has the advantage of combining pre-clinical with clinical knowledge and providing students a consistent interface to E-Leaming content during their whole study. In a different scenario, the CAMPUS Animation Editor can be made available to the students to create their own interactive images and deepen their medical knowledge. Results: Currently, selected interactive images are used within virtual patients in an undergraduate course. While working through the virtual patient the students can take part in a survey for focus group analysing. Until now, the students are presented a standardized questionnaire for virtual patients containing only general questions about the strengths and weaknesses of the virtual patients and the used virtual patient system. Individual statements by students indicate the usefulness of interactive images especially for self-study. A questionnaire concentrating on the interactive images is planned for spring 2009. Conclusion: Interactive images are a valid tool for applied knowledge transfer. However, an easy-to-use editor for each interactive image type is required to lower the creation barrier.
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