Web-Based Immersive Virtual Patient Simulators: Positive Effect on Clinical Reasoning in Medical Education

Kleinert, Robert; Heiermann, N.; Plum, Patrick Sven; Wahba, Roger; Chang, De‐Hua; Maus, Martin K. H.; Chon, Seung‐Hun; Hoelscher, Arnulf H.; Stippel, Dirk L.

doi:10.2196/jmir.5035

Cited by 54 publications

(48 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding corroborates what other studies of SVPs in professional courses describe: that students find SVPs to be helpful, enjoyable, and challenging (3, 13); relevant and interesting (22); and as adding value to the course with intellectually challenging content (2). Our students gained in knowledge too; others have also reported significant improvement in the clinical reasoning skills using SVPs (1,18).…”

Section: Discussionmentioning

confidence: 54%

Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology

Gupta

Singh

Khaliq

et al. 2018

Advances in Physiology Education

View full text Add to dashboard Cite

In the country presently, preclinical medical students are not routinely exposed to real patients. Thus, when they start clinical postings, they are found to have poor clinical reasoning skills. Simulated virtual patients (SVPs) can improve clinical skills without endangering real patients. This pilot study describes the development of two SVPs in endocrine physiology and their validation in terms of acquisition of clinical knowledge and student engagement. Two SVPs, Nandini Sharma (unintentional weight gain) and Sunil Yadav (polyuria), were created and published on the i-Human Patients platform through an iterative, interdisciplinary, and transdisciplinary collaborative process using the conceptual framework of Kim et al. (Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. Med Educ 40: 867-876, 2006). After internal and external peer validation, the SVPs were piloted on 40 students (20 students per virtual patient) over 2 wk. A cognitive pretest was conducted before exposure, and a posttest soon after. Faculty and student feedback were collected. Faculty found SVPs authentic, helpful as teaching-learning tools, and useful for giving feedback and for assessment. Students found SVPs more engaging than paper cases and helpful in developing clinical reasoning and in imparting clinical exposure. Pretest and posttest scores indicated knowledge gain ( P < 0.01). Although challenging to create, SVPs created on the i-Human Patients platform improved learning in endocrine physiology and were well accepted by students and faculty as a means to provide early clinical exposure. More SVPs can be developed through collaboration between stakeholder departments and integrated into the curriculum for greater benefit.

show abstract

Section: Discussionmentioning

confidence: 54%

Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology

Gupta

Singh

Khaliq

et al. 2018

Advances in Physiology Education

View full text Add to dashboard Cite

show abstract

“…Feasibility was measured by assessing student uptake by school and cohort. Acceptability was measured by retention rates and a survey adapted from previous studies, consisting of six statements on the perceptions of eCREST (25,26).…”

Section: Outcomes Feasibility and Acceptabilitymentioning

confidence: 99%

Online patient simulation training to improve clinical reasoning: A feasibility randomised controlled trial

Plackett

Kassianos

Kambouri

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Online patient simulations (OPS) are a novel method for teaching clinical reasoning skills to students and could contribute to reducing diagnostic errors. However, little is known about how best to implement and evaluate OPS in medical curricula. The aim of this study was to assess the feasibility, acceptability and potential effects of eCREST — the electronic Clinical Reasoning Educational Simulation Tool.Methods: A feasibility randomised controlled trial was conducted with final year undergraduate students from three UK medical schools in academic year 2016/2017 (cohort one) and 2017/2018 (cohort two). Student volunteers were recruited in cohort one via email and on teaching days, and in cohort two eCREST was also integrated into a relevant module in the curriculum. The intervention group received three patient cases and the control group received teaching as usual; allocation ratio was 1:1. Researchers were blind to allocation. Clinical reasoning skills were measured using a survey after one week and a patient case after one month.Results: Across schools, 264 students participated (18.2% of all eligible). Cohort two had greater uptake (183/833, 22%) than cohort one (81/621, 13%). After one week, 99/137 (72%) of the intervention and 86/127 (68%) of the control group remained in the study. eCREST improved students’ ability to gather essential information from patients over controls (OR =1.4; 95% CI 1.1-1.7, n =148). Of the intervention group, most (84/98, 82%) agreed eCREST helped them to learn clinical reasoning skills.Conclusions: eCREST was highly acceptable and improved data gathering skills that could reduce diagnostic errors. Uptake was low but improved when integrated into course delivery. A summative trial is needed to estimate effectiveness.

show abstract

“…Finally, a study conducted by Kleinert al. (2015) aimed to develop an educational content module that teaches clinical and therapeutic workflows in surgical oncology, which examines how the use of this module affects student performance.…”

Section: Discussion Of the Results Related To The Study Hypothesismentioning

confidence: 99%

The Effect of Blended Learning on the Motivation of Arabian Gulf University Medical Students` Towards Learning

Ali¹,

Ismail²,

Alkhazali³

et al. 2017

International Conference on Education

View full text Add to dashboard Cite

The study investigated the effect of using a blended learning strategy based on Diagnostic Reasoning (DxR) simulation software on medical students' motivation towards learning. The study was conducted on the fourth year medical students who were studying DxR simulation software as part of Multi System Integration Unit (unit ix) at the Arabian Gulf University College of Medicine and Medical Sciences during the second semester of the academic year 2015/2016. The study sample consisted of 157 fourth year students. A quasiexperimental research time-series design with pre and posttest was used to investigate the study hypothesis. The researchers assessed the participants' motivation towards learning at two different points during the six week research experimentation. The conventional method of teaching without any e-learning or online materials was used during the first three weeks. By the end of the third week the researchers assessed the students' motivation towards learning using Instructional Materials Motivation Survey (IMMS) scale developed by John Keller (1984). Then participating students were allowed to access online materials; the electronic component of the blended learning relevant to the last three DxR cases via Blackboard LMS during the later three weeks. By the end of the sixth week, the researchers assessed again the students' motivation towards learning. Results revealed statistically significant differences between the pre and post applications in favor of the post application concerning in all dimensions of motivation. As such, it could be concluded that the blended learning was effective in enhancing university students` motivation towards learning.

show abstract

Web-Based Immersive Virtual Patient Simulators: Positive Effect on Clinical Reasoning in Medical Education

Cited by 54 publications

References 23 publications

Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology

Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology

Online patient simulation training to improve clinical reasoning: A feasibility randomised controlled trial

The Effect of Blended Learning on the Motivation of Arabian Gulf University Medical Students` Towards Learning

Contact Info

Product

Resources

About