Abstract
Patient case-based simulation is a valuable tool for medical education and professional medical training. The use of patient simulations is limited in the real world by a reliance on live actors or expensive, manikin-based experiences. These experiences are limited in reach, may be inconsistent due to variation in actors, and are expensive to implement. We developed an online case simulation that reproduces many elements of the traditional live-action simulation while incorporating advantages of computer delivery, including immediate feedback on clinical choices, consistency across users, and 24/7 availability. The Patient Case Simulation was presented using an interface based on a typical Electronic Medical Record to be familiar to the medical professional audience. The simulation experience followed the standard sequence of events in a typical encounter between a medical professional and patient in a clinic setting. We conducted formative testing with over 250 users, and a summative test with 35 users. We were able to develop and refine a successful case presentation format. Results and lessons learned are presented.
Highlights
Today’s medical professionals are used to an environment rich in media and connections, and want more engaging and interactive educational experiences because of this
Patient case-based simulation is a valuable tool for medical education and professional medical training
The Patient Case Simulation was presented using an interface based on a typical Electronic Medical Record to be familiar to the medical professional audience
Summary
Today’s medical professionals are used to an environment rich in media and connections, and want more engaging and interactive educational experiences because of this. Serious games can include case-based training and the use of simulated patients, and are often-used learning tools in medical education (Karagiorgas & Niemann, 2017; Olszewski & Wolbrink, 2017; Wang et al, 2017). Hands-on learning in these environments helps to increase retention of knowledge and application of skills (Gorbanev et al, 2018; Olszewski & Wolbrink, 2017; Wang et al, 2017; Westera, 2017), as well as intrinsic motivation (Diehl et al, 2013) and self-confidence (Nickerson et al, 2011; Shoemaker et al, 2011), in comparison to traditional lectures or textbook learning. Previous research suggests that our Clinical Encounters experience should improve knowledge, retention, and confidence in clinical skills (Buttussi et al, 2013; Diehl et al, 2013; Graafland et al, 2012; Yang et al, 2012), and we assessed this in a small trial
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