Evaluation of a Diagnostic Reasoning Program (DxR): Exploring Student Perceptions and Addressing Faculty Concerns

Bryce, Deborah A.; King, Nicholas J. C.; Graebner, C.F.; Myers, J. Hurley

doi:10.5334/1998-1

Cited by 25 publications

(32 citation statements)

References 9 publications

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“…Researchers taking this approach found students perceiving that VPs are interesting and that VPs stimulate thinking and active involvement in cases. However, a common concern is that they should not replace actual patient contact (Bergin et al 2003;Bryce et al 1998). The collaboration aspect enhances student engagement and was favoured by most students (Bergin et al 2003;Bryce et al 1998).…”

Section: Introductionmentioning

confidence: 98%

“…However, a common concern is that they should not replace actual patient contact (Bergin et al 2003;Bryce et al 1998). The collaboration aspect enhances student engagement and was favoured by most students (Bergin et al 2003;Bryce et al 1998). We found one VP study that took the in-depth interview approach which makes it possible to analyse data from a ''lived experience'' perspective (Bearman 2003).…”

Section: Introductionmentioning

confidence: 98%

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Experiencing virtual patients in clinical learning: a phenomenological study

Edelbring

Dastmalchi

Hult

et al. 2011

Adv in Health Sci Educ

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Computerised virtual patients (VPs) are increasingly being used in medical education. With more use of this technology, there is a need to increase the knowledge of students' experiences with VPs. The aim of the study was to elicit the nature of virtual patients in a clinical setting, taking the students' experience as a point of departure. Thirty-one students used VPs as a mandatory part of an early clinical rotation in rheumatology. Using the qualitative approach of phenomenology, we interviewed these students and then analysed data regarding their experiences of VPs as a learning activity. The result shows that students perceived VP activities in relation to actual patients, the clinical context and other learning activities. The VPs represented typical clinical cases which encouraged clinical reasoning and allowed for decision making. The students experienced the activities as integrating biomedical knowledge and clinical experience, providing structure that prepared for the unstructured clinical environment and patient encounters under unstressful conditions. However, the VPs were experienced as lacking the emotional interactivity and complexity of actual patients. Theoretical frameworks of clinical reasoning and experiential learning are suggested as foundations for further educational integration of VPs in the clinical environment. VP activities during clinical rotations provide experiences of clinical reality and allow students to solve problems actively. These features are dependent on VP technology but are also contingent on the surrounding environment.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

Experiencing virtual patients in clinical learning: a phenomenological study

Edelbring

Dastmalchi

Hult

et al. 2011

Adv in Health Sci Educ

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“…Consequently, there is no interconnected flow to the virtual interaction. Included in this class of virtual patients are the PsyIMM (Psychosocial Aspects of Bioterrorism Interactive Multimedia Module), 5 the commercially marketed DxR (Diagnostic Reasoning Program), 6 and the ISP (Interactive Simulated Patient). 7 The second class of virtual patients also uses a restricted set of responses from which the students select.…”

Section: Methods the Auburn University Virtual Patientmentioning

confidence: 99%

Learning Motivational Interviewing: Scripting a Virtual Patient

Villaume¹,

Berger²,

Barker³

2006

Am J Pharm Educ

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Objectives. This article describes a written assignment for a first-year professional communication course to facilitate the understanding and mastery of motivational interviewing in dealing with patient ambivalence and resistance. The goal was to immerse students in how motivational interviewing differs from traditional biomedical counseling with regard to phrasing individual responses to the patient and managing the flow of interaction. Methods. Students were required to write a script for a working prototype of the Auburn University Virtual Patient. The script had to specify the text for the virtual patient's comments, 2-5 possible responses for the student pharmacist to choose from, and multiple interactional paths representing motivational interviewing, biomedical counseling, and a mix of the 2. Results. Student feedback and test results are reported. Qualitative analysis of written student feedback indicated that (1) the project took too much time because of the complexities of the computer procedures resulting from the Virtual Patient being a prototype, and (2) the computer procedures deflected attention from the critical thinking involved in writing the script. Quantitative item analysis of final examination results indicated that students scored an average one full-letter grade better on the questions about motivational interviewing than on the questions covering other topics. Conclusion. The scriptwriting assignment is a challenging exercise in assimilating the verbal skills necessary for using motivational interviewing in patient counseling. Many students exhibited greater interest in motivational interviewing, greater knowledge of why motivational interviewing is successful, greater facility with wording responses, and greater confidence in their ability to use motivational interviewing in the future. Because almost all students had negative reactions to the difficulty and time involved in making their scripts actually work with the virtual patient prototype, future assignments should delete this requirement.

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“…The software generates a clinical reasoning score for the learner based upon criteria determined by the case author. 28,29 Additionally, the students are asked to explain their clinical reasoning in text format in the Diagnosis Justification section during the selection of the final patient diagnosis. This section allows the students to reflect on and communicate to the instructor what patient information influenced their clinical reasoning.…”

Section: Introductionmentioning

confidence: 99%

The Use of Multimedia Clinical Case Scenario Software in a Problem-Based Learning Course: Impact on Faculty Workload and Student Learning Outcomes

Maldonado

2011

The Journal of Physician Assistant Education

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Evaluation of a Diagnostic Reasoning Program (DxR): Exploring Student Perceptions and Addressing Faculty Concerns

Cited by 25 publications

References 9 publications

Experiencing virtual patients in clinical learning: a phenomenological study

Experiencing virtual patients in clinical learning: a phenomenological study

Learning Motivational Interviewing: Scripting a Virtual Patient

The Use of Multimedia Clinical Case Scenario Software in a Problem-Based Learning Course: Impact on Faculty Workload and Student Learning Outcomes

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