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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

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

Bio-Algorithms and Med-Systems

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2009

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tom 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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Needs analysis for virtual patients: a report from the eVIP project

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Davies D. A. , Balasubramaniam C. , Huwendiek S. , de Leng B.

Bio-Algorithms and Med-Systems

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2009

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tom 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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Enriching virtual patients with interactive images

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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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tom 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.