Interactive virtual scenarios as a technological resource to improve musculoskeletal clinical reasoning skills of undergraduate physiotherapy students

Torres, G.; Villagrán, Ignacio; Fuentes, J. Rodrigo; Araya, Juan Pablo; Jouannet, Chantal; Fuentes‐López, Eduardo

doi:10.1080/09593985.2020.1809043

Cited by 7 publications

(9 citation statements)

References 44 publications

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“…Mehrpour et al 37 found a positive association between videobased supplemented learning and clinical examination outcomes among students trained to splint injured limbs. Torres et al 38 analyzed the effectiveness of a mixed approach, combining VBL and face-to-face sessions for musculoskeletal clinical reasoning skills, and found improved outcomes compared to the baseline assessment. In addition, general satisfaction was Alomar observed among the students using this approach.…”

Section: No Responsesmentioning

confidence: 99%

Undergraduate Medical Students’ Perceptions of an Online Audio-Visual-Based Module for Teaching Musculoskeletal Physical Examination Skills

Alomar

2022

Journal of Medical Education and Curricular Development

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Introduction Video-based learning has gained prominence in medical education and, more recently, in musculoskeletal teaching. This study investigated medical students’ perceptions of the effectiveness of online video-based learning for musculoskeletal physical examination skills. Methods For one academic year, undergraduate medical students were instructed online through video-based learning before bedside teaching about the physical examination of knee and shoulder joints. At the end of the course, the students participated in a survey to assess their perceptions of the online video-based learning module using a pre-validated questionnaire. The questionnaire consisted of closed-ended and open-ended questions. The closed-ended question responses were assessed using a Likert scale; the open-ended responses were analyzed qualitatively. Results In total, 242 out of 310 students who participated in the online video-based learning responded to the survey. Most students found the teaching approach to be satisfactory and preferable to traditional teaching methods. However, they also felt that these modules could not replace hands-on practice. The most helpful aspects of the training modules were a better understanding of the specific tests, technique, and sequence of administering the physical examination. Perceived limitations included the inadequately addressed theoretical basis of the physical examination and the special tests, the need for more time to explain clinical anatomy, and the practical implications of the positive special tests. Conclusion Undergraduate medical students perceive VBL as helpful for MPES learning. The positive aspects of the VBL approach in teaching MPES are that it is comprehensive, easily accessible, offers standardized teaching, save times, and it includes demonstrations of special tests, examination techniques, and the sequence and organization of the clinical examination. The main perceived limitations were lack of content regarding clinical reasoning and the anatomical basis of the clinical tests.

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Section: No Responsesmentioning

confidence: 99%

Undergraduate Medical Students’ Perceptions of an Online Audio-Visual-Based Module for Teaching Musculoskeletal Physical Examination Skills

Alomar

2022

Journal of Medical Education and Curricular Development

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“…In order to allow one to two-week time for preparation, an online case platform was adopted to continually train students' clinical reasoning. Blended training with virtual scenarios has been proven to systematically improve students' clinical reasoning skills especially on recognition abilities of clinical patterns and decision-making process (Torres et al, 2020). Studies also found case-based databases could help students bridge between theory and practice (Fiddler et al, 2016).…”

Section: Contingency Plan Under Pandemic-set-up Of Blended Clinical E...mentioning

confidence: 99%

Evolution of Clinical Education under COVID-19 Pandemic: Blended Clinical Education

Woo

Ngai

2022

Global Perspectives on Educational Innovations for Emergency Situations

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Clinical education is traditionally face-to-face and includes hands-on experience with patients. Under the pandemic, all clinical practice in various settings were suspended because of the safety concern of students, patients and clinical educators. Under the pandemic, the demand of the healthcare professionals for acute management and post-pandemic rehabilitation was increased. The suspension of clinical training delayed students’ graduation which was especially undesirable because of the insufficient manpower in society and the healthcare system. With limited knowledge on the transmission, management and post-COVID health impact, strict rules of infectious control have been executed. When considering the resumption of clinical education to students, the issue of everyone’s safety, students’ learning experience, fulfilling the intended learning outcomes, and most importantly, meeting the criteria of professional licensure registration must be balanced. Given the urgency, the clinical education team had reviewed the key intended learning outcomes of clinical education in the existing curriculum and revamped the content by including concepts of effective learning and blended strategies. A new model—“Blended Clinical Education”—a combination of face-to-face and online modes was established. To ensure successful launch of the new model, numerous briefings with students, clinical educators, faculty members and licensure registration board were organized for easing their stress. With all colleagues’ efforts, students finally graduated in time and joined the healthcare system providing urgent supply of manpower.

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“…In general, studies show that virtual patient tools can effectively complement existing teaching and can be a useful tool, especially when face-to-face learning opportunities are limited [ 25 ]. Increasingly popular in healthcare education, virtual patient teaching tools allow students to realistically engage in clinical reasoning with patients in a safe environment [ 5 , 18 , 26–28 ]. This engagement is crucial as it offers a practical approach to understanding complex medical scenarios [ 29 ].…”

Section: Introductionmentioning

confidence: 99%

“…This engagement is crucial as it offers a practical approach to understanding complex medical scenarios [ 29 ]. Although these tools are not viewed as a sufficient strategy for teaching clinical reasoning alone and cannot replace real clinical practice, they are very important in terms of skill acquisition [ 18 , 19 , 30 ]. Furthermore, the incorporation of virtual patients in educational settings has been associated with enhanced student motivation and better preparation for real-world clinical challenges [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

The effect of case-based mobile virtual patient application on students’ academic achievement in clinical reasoning skills

Çetinkaya,

Keser,

Yildirim

et al. 2024

Medical Education Online

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This mixed-method study aims to determine the effect of the use of mobile virtual patient application with narrated case-based virtual patients as an assistive technology on students’ clinical reasoning skills. It makes a notable contribution by exploring the impact of mobile virtual patient applications on healthcare students’ clinical skills and their preparation for real-world patient care. In addition, the accuracy of the analysis results regarding the effect on student achievement was analyzed with a second dataset tool, and thus, aiming to increase reliability by verifying the same research question with a different quantitative analysis technique. In the qualitative part of the study, students’ views on the implementation were collected through an open-ended questionnaire and the data were subjected to content analysis. An achievement test was also developed to determine the development of students’ clinical reasoning skills, which revealed that each of the learning environments had different outcomes regarding students’ achievement and that supporting the traditional environment with the mobile virtual patient application yielded better results for increasing students’ achievement. Students’ opinions about the mobile virtual patient application and the process also support the increase in academic achievement aimed at measuring clinical reasoning skills. The content analysis showed that the students, who generally reported multiple positive factors related to the application, thought that the stories and cases presented created a perception of reality, and they especially highlighted the contribution of the application to learning the story organization. Based on all these results, it can be said that the application supports clinical reasoning, provides practical experience, improves academic achievement, and contributes positively to motivation.

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Interactive virtual scenarios as a technological resource to improve musculoskeletal clinical reasoning skills of undergraduate physiotherapy students

Cited by 7 publications

References 44 publications

Undergraduate Medical Students’ Perceptions of an Online Audio-Visual-Based Module for Teaching Musculoskeletal Physical Examination Skills

Undergraduate Medical Students’ Perceptions of an Online Audio-Visual-Based Module for Teaching Musculoskeletal Physical Examination Skills

Evolution of Clinical Education under COVID-19 Pandemic: Blended Clinical Education

The effect of case-based mobile virtual patient application on students’ academic achievement in clinical reasoning skills

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