Virtual patients in problem-based learning

Hamdy, Hossam; Al-Moslih, Ayad; Tavarnesi, Giulio; Laus, Andrea

doi:10.1111/medu.13293

Cited by 15 publications

(24 citation statements)

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“…Several African universities emphasize community-based education and combine this with what they label as a PBL approach (Iputo 2008; Kiguli-Malwadde et al 2006; Mullan et al 2011; Osborne and Needham 2000). Other universities around the world have also experimented with configurations such as integrating virtual patients in PBL seminars (Hamdy et al 2017), integrating real patients (e.g. at Maastricht University), or having students construct PBL cases (Rustici et al 2017).…”

Section: A Brief Overview Of the Worldwide Spread Of Pblmentioning

confidence: 99%

The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning

Frambach

Wasenitz

Martimianakis

2019

Adv in Health Sci Educ

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The globalization of problem-based learning (PBL) in health professions education has been both celebrated and criticized. Using a critical narrative review approach, underpinned by our archive of global PBL literature and a targeted literature search, we analyze these dominant global discourses of PBL in health professions education. More precisely, we explore what is missed when the globalization of PBL is theorized either as a positive consequence of standardization, or a problematic spread of Western educational ideals and values around the world. We make visible how two dominant global discourses, a universalist and culturalist discourse, have emerged in the global proliferation of PBL. We also discuss the limitations of the two discourses by demonstrating how they either ignore contextual and cultural diversity or see it as problematic. We then turn to a perspective that has been marginalized in the PBL literature that emphasizes the global origins of PBL, transcending the dichotomy between West and non-West. We make a case for relating to PBL as a plural construct in order to learn from the cultural and situational nuances of educational activities labeled PBL around the world. We argue that PBL as a singular and universal concept has no global future, yet versions of PBL may continue to thrive locally. Finally, we propose avenues for future research that may help elucidate the global and local values that underpin our curricula, as well as the socio-political factors that perpetuate neocolonialist views and practices in the uptake and implementation of PBL approaches across the globe.

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Section: A Brief Overview Of the Worldwide Spread Of Pblmentioning

confidence: 99%

The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning

Frambach

Wasenitz

Martimianakis

2019

Adv in Health Sci Educ

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“…The virtual patient learning (VPL) method has revolutionised simulation training in different disciplines (Hamdy et al, 2017). There is increasing use of virtual patients as a substitute for bedside training and assessment in clinical education (Smith & Waite, 2017;Isaza-Restrepo et al, 2018).…”

Section: Virtual Patient Learning Simulatormentioning

confidence: 99%

“…Separate actors acted as patients having health problems like chest pain, thyrotoxicosis, benign prostatic hypertrophy, cancer, and other conditions. Based on the questions selected by students, the pre-recorded response by the patient is played (Hamdy et al, 2017). The simulator shows diagnosis and prognosis along with medications used.…”

Section: Virtual Patient Learning Simulatormentioning

confidence: 99%

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

et al. 2020

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Background: Reports on using virtual patients to assess counselling skills is scarce. Aim: This paper describes the feasibility and acceptability of assessing patient counselling skills of pharmacy students using a virtual patient simulator. Description: In this innovative method, a high quality simulator ‘Virtual Patient Learning’ (VPL) was developed at Gulf Medical University (GMU) and was used to assess the counselling skills of 15 pharmacy graduate students. Counselling skills were measured using a four-domain scoring rubric of 1 to 5 marks followed by instant feedback for improvements. Student and faculty satisfaction scores were collected based on the feasibility and acceptability of the assessment method. Evaluation: The average counselling skills score for all students was 68.4 (85.5%) out of 80 (range 54-76), with a standard deviation of 5.8. The overall student agreement on the feasibility and acceptability of the assessment method was 92.8%; it was 100% agreement for faculty. Conclusion: The use of a high quality VPL simulator in assessing counselling skills was deemed feasible and acceptable for students and faculty. The assessment was repeated among 30 Doctor of Pharmacy (Pharm.D.) graduates with similar outcomes. The virtual counselling method will be used in the programme exit exams, as well as in students entering their experiential year. Further studies are required to assess its validity and reliability with more students.

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“…Problem‐based learning (PBL) has been shown to be an effective and engaging way of delivering clinical education; it does have disadvantages, however, in lacking the authenticity derived from real patient encounters. A multicentre proof‐of‐concept study incorporated pre‐recorded scenarios into the PBL paradigm, whereby students could interact in real time with a virtual patient . This simulation adapted to the decisions made by the students, allowing them to see the consequences of their interactions with the simulation and thereby learn in a more hands‐on way.…”

mentioning

confidence: 99%

Technology in Medical Education

Curnow

2017

Clin Teach

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Virtual patients in problem-based learning

Cited by 15 publications

References 1 publication

The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning

The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

Technology in Medical Education

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