Abstract
Aim. To formulate the methodology for developing the interactive virtual computer simulations with a rating assessment of trainees’ decisions and the capability of remote access.Material and Methods. The methods of knowledge engineering were used to extract and formalize expert knowledge about the structure, significance, and relevance of clinical diagnostic information. The materials for creating virtual computer simulations were based on texts from the archival medical records, laboratory data, and multimedia results of instrumental methods of study. A three-tier network architecture was applied to provide the capabilities of remote access. It was organizationally represented by three components: a client layer, a business logic layer, and a data layer. Data transfer was provided by the Web protocols while microservices represented the infrastructure.Results. The information was formalized and structured after expert analysis and identification of significant diagnostic and prognostic data. The process included defining the domain model, identifying the aggregates and connections between them, and designing software and user interfaces. Possible solutions for trainees are now presented in the form of interactive reference lists. The artifacts of the user’s work are saved in the storage represented by the module for working with the server file system and the object-relational database management system. Each task module contains static and interactive blocks of information. The purpose of static blocks is to provide trainees with the necessary information for making clinical and diagnostic decisions. The interactive blocks allow selecting one or more solutions from the list. The content and sequence of further information presentation are determined by the trainees’ answers to the questions of an interactive block. Trainees’ decision-making competencies are evaluated using the rating system. The final personal rating is calculated as a multiplication of all coefficients related to the trainees’ decisions. This approach integrates a rating system with the trajectory chosen by the trainee for task completion.Conclusions. The distance learning technologies, developed for clinical disciplines in this study, are quite new and innovative. The repository of virtual computer simulations is under development to improve the methodological support of remote clinical training.
Highlights
The involvement of students along with the teachers into the processes of diagnostics and treatment of patients has always been a practice-oriented part of both graduate and postgraduate medical education in Russia
The materials for virtual computer-based simulations (VCS) creation included the texts from the archival medical records, laboratory data, and multimedia results of instrumental investigations
A decision regarding a clinical diagnostic significance of an available information and the need for additional information of any type for new trajectories was made after analyses of completed case
Summary
The involvement of students along with the teachers into the processes of diagnostics and treatment of patients has always been a practice-oriented part of both graduate and postgraduate medical education in Russia. The students develop their clinical thinking, propose hypotheses on etiology and pathogenetic mechanisms of diseases, and verify them in the course of practical training. Formulation of a problem, its analysis, and prediction of further course of pathological processes are extremely important for establishing clinical thinking [1]. The competences of trainees should develop and be verified in the repeated standard situations, which is extremely difficult to achieve in a real-life clinic. Quantitative assessment of correctness/effectiveness of student’s solutions, as a rule, is performed based on subjective criteria
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