Virtual patient simulation in breaking bad news training for medical students

Carrard, Valérie; Bourquin, Céline; Orsini, S; Mast, Marianne Schmid; Berney, Alexandre

doi:10.1016/j.pec.2020.01.019

Cited by 20 publications

(30 citation statements)

References 17 publications

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“…AI has experienced great advances in recent years, causing a great impact on science, economics, and education [ 36 ]. In reference to the field of education, in some previous studies with students of health branches [ 40 , 41 ], they valued very positively, as in the present study, the interaction with artificial intelligences. Moreover, as in this study, they affirmed the need to implement this technology in the curricula.…”

Section: Discussionsupporting

confidence: 72%

“…With real patients, situations are very changeable, so varying degrees of difficulty, and these situations can be counterproductive for students due to the frustration and distress they may be subjected to [ 8 ]; in this sense, VPs can recreate in a controlled, stimulating, and safe environment, the doctor-patient relationship [ 47 ] and encourage reflective learning [ 6 , 41 ].…”

Section: Discussionmentioning

confidence: 99%

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Using a Virtual Patient via an Artificial Intelligence Chatbot to Develop Dental Students’ Diagnostic Skills

Suárez

Velasco

García

et al. 2022

IJERPH

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Knowing how to diagnose effectively and efficiently is a fundamental skill that a good dental professional should acquire. If students perform a greater number of clinical cases, they will improve their performance with patients. In this sense, virtual patients with artificial intelligence offer a controlled, stimulating, and safe environment for students. To assess student satisfaction after interaction with an artificially intelligent chatbot that recreates a virtual patient, a descriptive cross-sectional study was carried out in which a virtual patient was created with artificial intelligence in the form of a chatbot and presented to fourth and fifth year dental students. After several weeks interacting with the AI, they were given a survey to find out their assessment. A total of 193 students participated. A large majority of the students were satisfied with the interaction (mean 4.36), the fifth year students rated the interaction better and showed higher satisfaction values. The students who reached a correct diagnosis rated this technology more positively. Our research suggests that the incorporation of this technology in dental curricula would be positively valued by students and would also ensure their training and adaptation to new technological developments.

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Section: Discussionsupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Using a Virtual Patient via an Artificial Intelligence Chatbot to Develop Dental Students’ Diagnostic Skills

Suárez

Velasco

García

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…As more than 70 percent of respondents agreed that they would retain aspects of their online ministries when restrictions on public gatherings are lifted, it is necessary for educators and trainers to discern what kind of training is needed in order to provide the best possible spiritual care online (Sprik et al, 2020). Communication skills will need to be taught and practised in simulation sessions (Carrad et al, 2020) so that everyone understands how to see and hear clearly, but more importantly how to listen and watch carefully so the nuances of people's conversations and emotions are picked up and can be discussed and supported. As the participants told us many of the skills can be picked up relatively quickly tele-chaplaincy and virtual face-time chaplaincy.…”

Section: Discussionmentioning

confidence: 99%

“We Need to Learn from What we Have Learned!”: The Possible Impact of Covid-19 on the Education and Training of Chaplains

Flynn

Tan²,

Vandenhoeck

2021

J Pastoral Care Counsel

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The responses of chaplains providing care in health services during the Covid-19 pandemic showed that they both learned new skills and taught these to others while working in environments made unfamiliar by personal protective equipment and social distancing. This paper discusses the responses of the participants as they relate to education and training as well as suggesting new content and styles of education to meet the needs of chaplains in future similar events.

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“…Whether automated or human-controlled, computer systems are generally equipped to record the user's non-verbal behaviors (e.g., voice, gestures, body movements, gaze, or facial expressions) and use them to modulate the evolution of the interaction, giving a high degree of realism and social presence (Fox et al, 2015). In the context of communication training, the overall value of using VPs in the field of healthcare is that they offer the opportunity to practice communicating with patients in a stress-free context (Elzubeir et al, 2010) where mistakes or bad decisions are inconsequential (e.g., breaking bad news, Carrard et al, 2020). This type of virtual environment also gives the trainee the opportunity of selfobservation, allowing for the identification of the most effective communication practices and thereby increasing selfconfidence (Baumann-Birkbeck et al, 2017).…”

Section: Role and Interest Of Embodied Virtual Patients In Healthcare...mentioning

confidence: 99%

Embodied Virtual Patients as a Simulation-Based Framework for Training Clinician-Patient Communication Skills: An Overview of Their Use in Psychiatric and Geriatric Care

Chaby¹,

Benamara²,

Pino³

et al. 2022

Front. Virtual Real.

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Clinician-patient communication is essential to successful care and treatment. However, health training programs do not provide sufficient clinical exposure to practice communication skills that are pivotal when interacting with patients exhibiting mental health or age-related disorders. Recently, virtual reality has been used to develop simulation and training tools, in particular through embodied virtual patients (VP) offering the opportunity to engage in face-to-face human-like interactions. In this article, we overview recent developments in the literature on the use of VP-simulation tools for training communicative skills in psychiatry and geriatrics, fields in which patients have challenging social communication difficulties. We begin by highlighting the importance of verbal and non-verbal communication, arguing that clinical interactions are an interpersonal process where the patient’s and the clinician’s behavior mutually shape each other and are central to the therapeutic alliance. We also highlight the different simulation tools available to train healthcare professionals to interact with patients. Then, after clarifying what communication with a VP is about, we propose an overview of the most significant VP applications to highlight: 1) in what context and for what purpose VP simulation tools are used in psychiatry (e.g. depression, suicide risk, PTSD) and geriatrics (e.g., care needs, dementia), 2) how VP are conceptualized, 3) how trainee behaviors are assessed. We complete this overview with the presentation of VirtuAlz, our tool designed to train health care professionals in the social skills required to interact with patients with dementia. Finally, we propose recommendations, best practices and uses for the design, conduct and evaluation of VP training sessions.

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Virtual patient simulation in breaking bad news training for medical students

Cited by 20 publications

References 17 publications

Using a Virtual Patient via an Artificial Intelligence Chatbot to Develop Dental Students’ Diagnostic Skills

Using a Virtual Patient via an Artificial Intelligence Chatbot to Develop Dental Students’ Diagnostic Skills

“We Need to Learn from What we Have Learned!”: The Possible Impact of Covid-19 on the Education and Training of Chaplains

Embodied Virtual Patients as a Simulation-Based Framework for Training Clinician-Patient Communication Skills: An Overview of Their Use in Psychiatric and Geriatric Care

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