Virtuelle Patienten in der medizinischen Ausbildung: Vergleich verschiedener Strategien zur curricularen Integration

Fischer, Martin R.; Hege, Inga; Hörnlein, Alexander; Puppe, Frank; Tönshoff, Burkhard; Huwendiek, Sören

doi:10.1016/j.zefq.2008.11.021

Cited by 19 publications

(13 citation statements)

References 17 publications

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“…Surprisingly, there are only a few reports available comparing different curricular integration scenarios for VPs [16-19]. These authors show that providing VPs on its own results in low acceptance and usage, while the approach is more effective when blended with face-to-face sessions.…”

Section: Introductionmentioning

confidence: 99%

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

et al. 2013

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BackgroundCurrently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training.MethodsFifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors’ perceptions (N=9) were assessed by semi-structured interviews.ResultsFrom the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time.ConclusionThe overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training.

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Section: Introductionmentioning

confidence: 99%

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

et al. 2013

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“…The VPs available for sharing could be only in languages of large circulation, i.e. English [8,21], French [26] or German [27,28]. As partners in the ‘eViP’ EU-funded project we translated / repurposed cases offered by the Karolinska Institutet.…”

Section: Discussionmentioning

confidence: 99%

Language, culture and international exchange of virtual patients

et al. 2013

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BackgroundLanguage and cultural differences could be a limiting factor for the international exchange of Virtual Patients (VPs), especially for small countries and languages of limited circulation. Our research evaluated whether it would be feasible to develop a VP based educational program in our Romanian institution, with cases in English and developed in a non-Romanian setting.MethodThe participants in the research comprised 4th year Romanian medical students from the Faculty of Medicine in Cluj-Napoca, Romania, with previous training exclusively in Romanian, good English proficiency and no experience with VPs. The students worked on eight VPs in two identical versions, Romanian and English. The first group (2010) of 136 students worked with four VPs developed in Cluj and the second group (2011) of 144 students with four VPs originally developed at an US University. Every student was randomly assigned two different VPs, one in Romanian and another in English. Student activity throughout the case, the diagnosis, therapeutic plan and diagnosis justification were recorded. We also compared student performance on the two VPs versions, Romanian and English and the student performance on the two sets of cases, originally developed in Romania, respectively USA.ResultsWe found no significant differences between the students’ performance on the Romanian vs. English version of VPs. Regarding the students’ performance on the two sets of cases, in those originally developed in Romania, respectively in the USA, we found a number of statistically significant differences in the students’ activity through the cases. There were no statistically significant differences in the students’ ability to reach the correct diagnosis and therapeutic plan.ConclusionThe development of our program with VPs in English would be feasible, cost-effective and in accordance with the globalization of medical education.

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“…For most types of effect sizes, a larger absolute value indicates a stronger effect. Since the sample size ( n = 57) of our study was relatively small Cohen’s d was used as an additional control test since prior studies have shown significant test results alone are not sufficient to interpret data and draw conlusion from this data [28].…”

Section: Methodsmentioning

confidence: 99%

Virtual patients versus small-group teaching in the training of oral and maxillofacial surgery: a randomized controlled trial

et al. 2019

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BackgroundComputerized virtual patients (VP) have spread into many areas of healthcare delivery and medical education. They provide various advantages like flexibility in pace and space of learning, a high degree of teaching reproducibility and a cost effectiveness. However, the educational benefit of VP as an additive or also as an alternative to traditional teaching formats remains unclear. Moreover, there are no randomized-controlled studies that investigated the use of VP in a dental curriculum. Therefore, this study investigates VP as an alternative to lecturer-led small-group teaching in a curricular, randomized and controlled setting.MethodsRandomized and controlled cohort study. Four VP cases were created according to previously published design principles and compared with lecturer-led small group teaching (SGT) within the Oral and Maxillofacial Surgery clerkship for dental students at the Department for Cranio-, Oral and Maxillofacial Plastic Surgery, Goethe University, Frankfurt, Germany. Clinical competence was measured prior (T0), directly (T1) and 6 weeks (T2) after the intervention using theoretical tests and a self-assessment questionnaire. Furthermore, VP design was evaluated using a validated toolkit.ResultsFifty-seven students (VP = 32; SGT = 25) agreed to participate in the study. No competence differences were found at T0 (p = 0.56). The VP group outperformed (p < .0001) the SGT group at T1. At T2 there was no difference between both groups (p = 0.55). Both interventions led to a significant growth in self-assessed competence. The VP group felt better prepared to diagnose and treat real patients and regarded VP cases as a rewarding learning experience.ConclusionsVP cases are an effective alternative to lecture-led SGT in terms of learning efficacy in the short and long-term as well as self-assessed competence growth and student satisfaction. Furthermore, integrating VP cases within a curricular Oral and Maxillofacial Surgery Clerkship is feasible and leads to substantial growth of clinical competence in undergraduate dental students.

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Virtuelle Patienten in der medizinischen Ausbildung: Vergleich verschiedener Strategien zur curricularen Integration

Cited by 19 publications

References 17 publications

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

Language, culture and international exchange of virtual patients

Virtual patients versus small-group teaching in the training of oral and maxillofacial surgery: a randomized controlled trial

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