Virtual Patient Simulation at U.S. and Canadian Medical Schools

Huang, Grace C.; Reynolds, R Philip; Candler, Chris

doi:10.1097/acm.0b013e31803e8a0a

Cited by 191 publications

(137 citation statements)

References 11 publications

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“…5 While use of virtual patient technology is established in medical education, less has been published in the area of pharmacy education. 3 To date, literature is available describing software or web-based, telephone-based, and e-mailbased virtual patient programs in PharmD curricula. 4,[6][7][8][9][10][11][12][13][14][15][16] Despite a lack of comparison of virtual scenarios to an alternative method of learning, virtual patient scenarios are innovative, realistic, and engaging learning activities by student report and improve student didactic knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…Virtual patients may be defined as "computer programs that simulate lifelike clinical scenarios in which the learner becomes the health care professional making therapeutic decisions." 3,4 Common scenarios ask pharmacy students to assume the role of the pharmacist and responsibility for drug therapy decisions and outcomes. The use of simulated patients in the doctor of pharmacy (PharmD) curricula aligns with the Accreditation Council for Pharmacy Education's (ACPE) Guidance for Standards 2016, which encourage employment of patient simulations and other active-learning strategies to facilitate and enhance student learning experiences that may be challenging to achieve in real-life practice settings.…”

Section: Introductionmentioning

confidence: 99%

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Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement

Barnett

Gallimore

Pitterle

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To evaluate online case simulation vs a paper case on student confidence and engagement. Design. Students enrolled in a pharmacotherapy laboratory course completed a patient case scenario as a component of an osteoarthritis laboratory module. Two laboratory sections used a paper case (n553); three sections used an online virtual case simulation (n581). Student module performance was assessed through a submitted subjective objective assessment plan (SOAP) note. Students completed pre/post surveys to measure self-perceived confidence in providing medication management. The simulation group completed postmodule questions related to realism and engagement of the online virtual case simulation. Group assessments were performed using chi-square and Mann Whitney tests. Assessment. A significant increase in all 13 confidence items was seen in both student groups following completion of the laboratory module. The simulation group had an increased change of confidence compared to the paper group in assessing medication efficacy and documenting a thorough assessment. Comparing the online virtual simulation to a paper case, students agreed the learning experience increased interest, enjoyment, relevance, and realism. The simulation group performed better on the subjective SOAP note domain though no differences in total SOAP note scores was found between the two groups. Conclusion. Virtual case simulations result in increased student engagement and may lead to improved documentation performance in the subjective domain of SOAP notes. However, virtual patient cases may offer limited benefit over paper cases in improving overall student self-confidence to provide medication management.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement

Barnett

Gallimore

Pitterle

et al. 2016

American Journal of Pharmaceutical Education

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show abstract

“…Medical schools have begun incorporating web-based, patient centered modules into their curriculum to ensure trainees have adequate exposure to core medical case content. These include Computer-Assisted Instruction (CAI) and virtual patients (VPs) [1,2]. CAI comes in many forms and can provide concise standardized topics to a large group of learners [1,3].…”

Section: Introductionmentioning

confidence: 99%

“…VPs can be cost-intensive, with development ranging between $10,000 and $50,000, and time-intensive requiring at least 6 months to develop robust cases [2]. While the efficacy of VPs appears mixed due to the heterogeneity of study design [5], one recent study found VPs improved both baseline knowledge and long-term retention, by 25% and 15%, respectively [6].…”

Section: Introductionmentioning

confidence: 99%

A pilot study: a teaching electronic medical record for educating and assessing residents in the care of patients

Smith

Carlos

Johnson

et al. 2018

Medical Education Online

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Objective: We tested a novel, web-based teaching electronic medical record to teach and assess residents’ ability to enter appropriate admission orders for patients admitted to the intensive care unit. The primary objective was to determine if this tool could improve the learners’ ability to enter an evidence-based, comprehensive initial care plan for critically ill patients. Methods: The authors created three modules using de-identifed real patient data from selected patients that were admitted to the intensive care unit. All senior residents (113 total) were invited to participate in a dedicated two-hour educational session to complete the modules. Learner performance was graded against gold standard admission order sets created by study investigators based on the latest evidence-based medicine and guidelines. Results: The session was attended by 39 residents (34.5% of invitees). There was an average improvement of at least 20% in users’ scores across the three modules (Module 3-Module 1 mean difference 22.5%; p = 0.001 and Module 3-Module 2 mean difference 20.3%; p = 0.001). Diagnostic acumen improved in successive modules. Almost 90% of the residents reported the technology was an effective form of teaching and would use it autonomously if more modules were provided. Conclusions: In this pilot project, using a novel educational tool, users’ patient care performance scores improved with a high level of user satisfaction. These results identify a realistic and well-received way to supplement residents’ training and assessment on core clinical care and patient management in the face of duty hour restrictions.

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“…The evolution of simulation in medical education has included both the development of high fidelity, in-situ clinical simulations and multidisciplinary scenarios that allow the healthcare team to practice working together to decrease adverse events and improve patient care outcomes [9,10]. Simulation is now implemented at a majority of medical centers and academic institutions [11] and has gained the support of professional organizations [12], payors, and government [13]. Simulation may offer a impactful way to incorporate cybersecurity concerns within medical training.…”

Section: Introductionmentioning

confidence: 99%

Clinical Cybersecurity Training Through Novel High Fidelity Simulations (Preprint)

Dameff¹,

Selzer²,

Fisher³

et al. 2018

Preprint

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Background: Cybersecurity risks in healthcare systems have traditionally been measured in data breaches of protected health information but compromised medical devices and critical medical infrastructure raises questions about the risks of disrupted patient care. The increasing prevalence of these connected medical devices and systems implies that these risks are growing.Objective: This paper details the development and execution of three novel high fidelity clinical simulations designed to teach clinicians to recognize, treat, and prevent patient harm from vulnerable medical devices. Methods: Clinical simulations were developed which incorporated patient care scenarios with hacked medical devices based on previously researched security vulnerabilities. Results: Clinician participants universally failed to recognize the etiology of their patient's pathology as being the result of a compromised device. Conclusions: Simulation can be a useful tool in educating clinicians in this new, critically important patient safety space. IntroductionThe increasing development of and reliance on technical systems is an inescapable reality for humanity. Inherent cyber vulnerabilities in these systems are ubiquitous spanning all sectors of the global economy. From damaging breaches of private consumer data such as the Equifax hack that exposed half of the US population to the threat of identity theft [1], to active cyber warfare between nation states[2], the potential for harm caused by the exploitation of such vulnerable systems is profound.

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Virtual Patient Simulation at U.S. and Canadian Medical Schools

Cited by 191 publications

References 11 publications

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement

Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement

A pilot study: a teaching electronic medical record for educating and assessing residents in the care of patients

Clinical Cybersecurity Training Through Novel High Fidelity Simulations (Preprint)

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