Promotion of Self-directed Learning Using Virtual Patient Cases

Abstract

Objective. To assess the effectiveness of virtual patient cases to promote self-directed learning (SDL) in a required advanced therapeutics course. Design. Virtual patient software based on a branched-narrative decision-making model was used to create complex patient case simulations to replace lecture-based instruction. Within each simulation, students used SDL principles to learn course objectives, apply their knowledge through clinical recommendations, and assess their progress through patient outcomes and faculty feedback linked to their individual decisions. Group discussions followed each virtual patient case to provide further interpretation, clarification, and clinical perspective. Assessments. Students found the simulated patient cases to be organized (90%), enjoyable (82%), intellectually challenging (97%), and valuable to their understanding of course content (91%). Students further indicated that completion of the virtual patient cases prior to class permitted better use of class time (78%) and promoted SDL (84%). When assessment questions regarding material on postoperative nausea and vomiting were compared, no difference in scores were found between the students who attended the lecture on the material in 2011 (control group) and those who completed the virtual patient case on the material in 2012 (intervention group). Conclusion. Completion of virtual patient cases, designed to replace lectures and promote SDL, was overwhelmingly supported by students and proved to be as effective as traditional teaching methods.

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

“…19 When VPs replaced lectures in the same course for different subject material, there was no difference in scores between students who completed the VP case vs those the year before who attended the lecture. 20 Final examination scores, an indicator of knowledge retention, were also similar between these groups. 20 In addition to postsimulation quiz and examination scores, VP simulation significantly improved knowledge and problem-solving, communication, and professional skills, according to student self-assessments (p,0.001).…”

“…20 Final examination scores, an indicator of knowledge retention, were also similar between these groups. 20 In addition to postsimulation quiz and examination scores, VP simulation significantly improved knowledge and problem-solving, communication, and professional skills, according to student self-assessments (p,0.001). 23 Using 1 VP program, students answered 90% of quiz questions correctly, with a 99% response rate .…”

“…[20][21][22][23] Three studies reported significant increases in postsimulation quiz scores (p,0.001) [20][21][22] with the exception of 1 question in 1 study. 22 In 1 study, the average examination score was 76%; however, the section of the examination covering VPs, the average score was 90%.…”

“…Software used included vpSim (Decision Simulation LLC, Chadsford, PA), 19,20 PharmaCAL (University of Pittsburgh, PA), 21 and TheraSim (TheraSim, Durham, NC). 22 One study employed VPs via e-mail to students, 23 1 developed a web-based "virtual family," 24 and the last designed their own VP program.…”

“…25 As with the other educational technologies, survey response rates were high with VP activities (58.8-98%). [20][21][22]24,25 Despite having little or no experience using VPs in their course work, 88% of pharmacy students reported no apprehension using them. 21 This technology provided a positive experience for students, with 82-92% of students stating they enjoyed the use of VP in their coursework.…”