Virtual Patient Program Research Articles

Analysis of the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the “Body Interact” virtual patient simulator in the conditions of today’s challenges

The aim of the work is to evaluate the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the body interact virtual patient simulator in distance (offline) and traditional (online) form of education. Materials and methods. The study involved 22 interns in the second year of study of the specialty “Internal Diseases”. 17 of them studied in offline format, 5 – in distance (online) format. The efficiency of theoretical knowledge acquisition was evaluated based on the results of the Integrated License exam “KROK 3. General Medical Training”. The efficiency of practical skills acquisition was determined by passing scenarios of providing medical care using the virtual patient simulator “Body Interact”. Results. It has been established that the effectiveness of traditional (offline) and distance (online) learning is comparable in terms of theoretical knowledge acquisition which is evidenced by the comparative results of passing the Integrated License exam “KROK 3. General Medical Training”. The results of passing the state license integrated exam “KROK 3. General medical training” and the virtual patient “Body Interact” had no correlation, which indicates the insufficient representativeness of the test assessment regarding the practical skills acquisition. Traditional (offline) learning is more effective in practical skills acquisition, which is confirmed by the better results of passing scenarios of providing medical care using the virtual patient program “Body Interact” in the group of traditional form of education compared to the group of online learning. Conclusions. Utilizing virtual patient simulation technology such as “Body Interact” in the training of intern doctors not only enhances the acquisition of theoretical educational material but also offers an opportunity to practice practical skills. This is particularly valuable in light of resource constraints resulting from COVID-19 and martial law. Implementing the “Body Interact” virtual patient technology into daily educational practices, especially in the context of distance learning, is advisable.

Connecting a simulated virtual patient program with experiential practicums: Perspectives from year three students

Background and purposeResearch indicates that the simulated learning tools known as virtual patients (VPs) are valued by pharmacy students and impact students' knowledge and confidence. However, research is needed to understand how students can be supported to make intended connections between VP cases and real-life clinical scenarios. The purpose of this study was to examine whether and how VP cases influence students' clinical reasoning skills, confidence, thought processes, and preparedness for their experiential practicums. Educational activity and settingThird-year entry-to-practice doctor of pharmacy students who had completed at least one VP case in second year prior to their experiential practicums were surveyed in fall 2018 after having completed their experiential practicums. Surveys were structured to solicit student perceptions related to how students bridged VP cases and real-life clinical scenarios and were analyzed using a mixed-methods design. FindingsForty-three students completed the survey. Students perceived that VP cases most significantly impacted their clinical reasoning skills due to the opportunity cases afforded them to explore patient data and navigate relevant information. The largest limitation of VP cases to students' learning was that the cases differed from their experiences. Students' suggestions included opportunities for more practice using VP cases and an expanded repertoire of medical conditions offered through case exposure. SummaryMore research is needed to understand how to help students connect VP cases to their experiential practicums to make them more effective learning tools.

Effectiveness of virtual patients in teaching clinical decision‐making skills to dental students

The aim of this study was to investigate the effect of virtual patient-based training on the clinical decision-making ability of dental students. This quasi-experimental study with pretest and posttest design was conducted on 76 (2015 admitted) dental students of Shiraz Dental School in 2018-2019. The study samples were randomly divided into 2 groups: intervention (web-based virtual patient training=36) and control (face-to-face case-based training, n=40). The data collection tools in this study included a questionnaire consisting of 2 sections: demographic information and procedural knowledge. The key-feature test was used to measure procedural knowledge and problem-solving ability in students. Content validity was confirmed by 7 faculty members. Statistical analysis was carried out using SPSS Statistics version 23.0. Descriptive statistics were used to describe the samples, Independent-t test was used to compare the scores between the 2 groups, and repeated measures ANOVA was used to assess the effect of time on the training provided. P<0.05 was considered as the acceptable significance level. The mean clinical-decision-making score in the intervention group (11.3 ± 88.88) was more than the control group (8.2 ± 45.54) in Posttest 1 (1 week after intervention), and the difference was statistically significant (P<0.001). Besides, the scores in the control group (8.2 ± 45.54) rose more significantly than the intervention group (11.3 ± 0.86) in Posttest 2 (1 month after intervention) (P<0.001). The results of the present research showed that application of virtual patient (VP)-based training can improve learning and clinical decision-making ability of dental students. Moreover, group discussions in physical classrooms should be held alongside VP programs in order to ensure the maximum retention of the topics learned.

Senaryoya Dayalı Bir Sanal Hasta Programının Hekimlerin Diyabetik Ayak Enfeksiyonu ve Komplike İntraabdominal Enfeksiyon için Mevcut Kılavuzlara Uyumlarını Artırmaya Yönelik Kullanımı

In the study it was aimed to evaluate diagnostic and practice patterns of physicians who participated for scenario-based virtual patient programs on complicated intra-abdominal infection (IAI) and diabetic foot infection (DFI). This study was conducted with 252 physicians who participated on a voluntary basis in two scenario-based virtual patient programs relating to complicated IAI (n=210) and DFI (n=42) which provide data on stepwise evaluation of patient (patient characteristics, disease characteristics, physical examination, laboratory and radiological findings) as requested by the physician and were developed using computer graphics technology. For IAI Case Scenario, the diagnosis was confirmed by 75.0% of physicians, while surgical intervention with ceftriaxone + metronidazole (37.6%) or with ertapenem (34.1%) was the most commonly selected treatment modalities. For DFI Case Scenario, the diagnosis was confirmed by 98.0% of physicians, and 71.0% of physicians considered initiation of antibiotic treatment and mostly with ertapenem (55.0%). In conclusion, our findings revealed that use of “scenario-based” virtual patient programs provided rapid and up-to-date feedback and self-monitoring of learning outcomes to improve clinical reasoning skills of physicians on IAI and DFI. Accordingly, our findings indicate practice pattern of physicians for complicated IAI should be improved in terms of more appropriate selection of empirical antibiotherapy, while diagnostic and practice patterns for DFI should also be improved in terms of more careful assessment of risk factors for infection and appropriate selection of empirical antibiotherapy.

The usefulness of the virtual patient program in the nursing care of patients with anaphylactic shock – case report

Anaphylactic shock is a life-threatening condition characterized by a severe and rapid course causing disorders in the digestive, cardiovascular and respiratory systems. The paper presents a virtual patient program. It allows to analyze each phase of the shock safely, which is often impossible in the real situation due to the fast and progressive course. Right actions and proper patterns of care by nursing staff will help to reduce the risk of death and increase the quality of care.

Evaluation of the Use of a Virtual Patient on Student Competence and Confidence in Performing Simulated Clinic Visits

Objective. To assess the effect of incorporating virtual patient activities in a pharmacy skills lab on student competence and confidence when conducting real-time comprehensive clinic visits with mock patients. Methods. Students were randomly assigned to a control or intervention group. The control group completed the clinic visit prior to completing virtual patient activities. The intervention group completed the virtual patient activities prior to the clinic visit. Student proficiency was evaluated in the mock lab. All students completed additional exercises with the virtual patient and were subsequently assessed. Student impressions were assessed via a pre- and post-experience survey. Results. Student performance conducting clinic visits was higher in the intervention group compared to the control group. Overall student performance continued to improve in the subsequent module. There was no change in student confidence from pre- to post-experience. Student rating of the ease of use and realistic simulation of the virtual patient increased; however, student rating of the helpfulness of the virtual patient decreased. Despite student rating of the helpfulness of the virtual patient program, student performance improved. Conclusion. Virtual patient activities enhanced student performance during mock clinic visits. Students felt the virtual patient realistically simulated a real patient. Virtual patients may provide additional learning opportunities for students.

Virtual Patient Case Sharing Across Two Schools of Pharmacy

Objective. To expand the use of virtual patients at 2 schools of pharmacy through virtual patient case sharing. Design. Faculty members at two schools of pharmacy collaborated to expand the use of virtual patients. Two simulation programs, vpSim and DecisionSim (Decision Simulation, LLC, Chadsford, PA), were used to create interactive patient cases for a required course and an elective course at the different schools. Each school developed cases for their own use and then shared the cases with the other school. Assessment. The development, sharing, and subsequent modification of cases were examined using a standardized data collection form completed by both schools. Survey instruments were used to gather data regarding faculty perception and student satisfaction. Pre- and post-tests were administered to assess student learning. Five cases were developed and shared between the institutions. The time spent constructing new cases (22 hours/case) was significantly longer than the time spent modifying the shared cases (1.2 hours/case). Faculty members and students were largely satisfied with case sharing and the use of virtual patient cases, respectively. Virtual patients significantly enhanced student learning of material (mean score: 3.2 vs 3.6 on a 5-point scale). Conclusions. The sharing of virtual patient cases may allow institutions to overcome barriers to implementation of virtual patient programs, namely faculty resources, while improving student learning and satisfaction.

A Scenario-Based Virtual Patient Program to Support Substance Misuse Education

Objective. To evaluate virtual patient (VP) programs for injecting equipment provision (IEP) and opiate substitution therapy (OST) services with respect to confidence and knowledge among preregistration pharmacist trainees. Methods. Preregistration trainee pharmacists pilot-tested the VP programs and were invited to complete pre/post and 6-month assessments of knowledge and perceived confidence. Results. One hundred six trainees participated and completed the pre/postassessments. Forty-six (43.4%) participants repeated the assessments at six months. Scores in perceived confidence increased in all domains at both time points postprogram. Knowledge scores were greater posteducation than preeducation. Knowledge scores were also greater six months after education than preeducation. Knowledge scores at six months were lower than posteducation for both programs. Conclusion. Virtual patients programs increased preregistration pharmacists' knowledge and confidence with regard to IEP and OST immediately after use and at six months postprogram. There was a loss of clinical knowledge over time but confidence change was sustained.

Effectiveness of a virtual patient program in a psychiatry clerkship

Medical EducationVolume 46, Issue 11 p. 1111-1112 really good stuff Effectiveness of a virtual patient program in a psychiatry clerkship Chao-Cheng Lin, Chao-Cheng LinSearch for more papers by this authorWei-Cheng Wu, Wei-Cheng WuSearch for more papers by this authorHorng-Twu Liaw, Horng-Twu LiawSearch for more papers by this authorChen-Chung Liu, Chen-Chung LiuSearch for more papers by this author Chao-Cheng Lin, Chao-Cheng LinSearch for more papers by this authorWei-Cheng Wu, Wei-Cheng WuSearch for more papers by this authorHorng-Twu Liaw, Horng-Twu LiawSearch for more papers by this authorChen-Chung Liu, Chen-Chung LiuSearch for more papers by this author First published: 18 October 2012 https://doi.org/10.1111/medu.12020Citations: 6 Chao-Cheng Lin, Department of Psychiatry, National Taiwan University Hospital and National Taiwan University College of Medicine, No.1, Changde St., Taipei 100, Taiwan. Tel: +886-2-23123456 (ext. 67526); Fax: +886-2-23812271; E-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume46, Issue11November 2012Pages 1111-1112 RelatedInformation

Digitization and Its Futuristic Approach in Prosthodontics

Digitization has become part and parcel of the contemporary prosthodontics with the probability of most of the procedures being based on the digital techniques in near future. Let us think of X-rays or photographs, making impressions, recording jaw movements or fabricating prosthesis, educating and training new dentists or patient motivation for practice build up, all has become digital. CAD-CAM has revolutionized not just the ceramic technology but has also been used for the CAD-CAM implant surgeries, maxillofacial prosthesis and diagnostic splints. Today a practicing dentist needs to be abreast with the latest but with the technology changing so fast, this poses a great challenge. There is endless scope of digitisation and technology in prosthodontics- let it be in the clinical and lab procedures like use of CAD-CAM technology, stereolithography, rapid prototyping, use of virtual articulators and digital face bows, digital radiographs, or in the field of training, education and research by the use of virtual patient programs, dental softwares, optoelectronic recording of jaw motion, digital instron machine, retention testing device, audiovisual aids,… the list will remain endless. The article reviews those various aspects of prosthodontics where digitization has modified the conventional procedures. For discussion they have been considered under the educational aspect, diagnostics, treatment procedures, prosthesis fabrication and lastly the research and futuristic development. The day is not far when remote sensing robotic devices would be performing the restorations under the command and surveillance of the master-the dentist without his immediate presence.

Virtual Patients in Geriatric Education

The virtual patient is a case-based computer program that combines textual information with multimedia elements such as audio, graphics, and animation. It is increasingly being utilized as a teaching modality by medical educators in various fields of instruction. The inherent complexity of older patients and the shortage of geriatrics educators have spurred the development of virtual patient programs to teach geriatrics at the medical undergraduate, graduate, and postgraduate levels. As an instructional tool, the Virtual Patient must be placed in the correct educational context to help educators identify opportunities for its proper use in the curriculum. In this review, the experiences of three medical schools in the development and application of geriatric virtual patients are described as case studies. In each case study, the challenges encountered and solutions developed are presented. Areas of future research in the use of virtual patients in geriatrics education include the determination of the optimal combination of features, the settings of use of virtual patient programs, the underlying pedagogy, and the limitations in its application in clinical instruction.

Use and evaluation of "virtual" patients for assessment of clinical pharmacy undergraduates

As an assessment task, third and fourth year undergraduate pharmacy students choose their own individual “virtual” patient using a purpose-designed computer program and respond to a clinical scenario that is randomly allocated to their individual patient according to defined limits. This then forms authentic teacher and peer-assessed, case-based assignments designed to evaluate clinical skills in undergraduate pharmacy students. Large numbers of students can be managed efficiently using the virtual patient program. The assignment has been completed by up to 360 students per year. The development of an authentic assessment tool has proven useful for the assessment of large numbers of undergraduate pharmacy students and is educationally sound. Students also interacted well with the program and felt it contributed to their learning. An evaluation questionnaire was completed by 212 students who reported that the assignment was relevant to the subject and the assessment improved their learning.