A clinical educator’s experience using a virtual patient to teach communication and interpersonal skills

Abstract

The purpose of this study was to explore one novice clinical educator's experiences with training essential communication and interpersonal skills using a virtual patient. Over 3 weeks, the clinical educator (CE) delivered a series of half-day clinical placements to students using an educator-controlled virtual patient, depicting an older adult male with mild dementia. Students completed one 15-minute session interacting with the virtual patient in the virtual learning environment (VLE), followed by a group debrief/discussion session. Prior to, during and after delivering the clinical placements, the CE engaged in semi-structured interviews, where she was prompted to reflect on her pedagogic approach and practice. Thematic analysis revealed six themes underpinning the CE's unique narrative: pedagogical control, validation of pedagogical practice, safety in the virtual learning environment, learning pedagogical practices, self-reflection, and adult education. The CE described how being immersed in the VLE allowed her to confidently deliver training. The findings have implications for the future training of CEs who will provide clinical education using VLEs in clinic settings.

AI and robotics in reshaping the dynamics of learning

“…AI has achieved good results in the education field, which include providing better learning experiences (Dede, Grotzer, Kamarainen, & Metcalf, 2017;Koć-Januchta, Schönborn, Tibell, Chaudhri, & Heller, 2020), reducing teachers' workload (Mavrikis, Geraniou, & Poulovassilis, 2019;Westera, Dascalu, Kurvers, Ruseti, & Trausan-Matu, 2018), and offering timely feedback (Banszki et al, 2018;Kao, Chiang, & Foulsham, 2019;Lee, Yu, Tang, Wong, & Poon, 2018). Further advances could be achieved by combining efficient educational approaches with AI technology to make learning more effective and tailored to the student.…”

Development of a Framework for Problem Domain Transference in Health-Related Problem Based Learning and Assessment

“…Virtual patients are being used to improve communication and interpersonal skills, which are vital for students in the health professions (Banski, 2018). Advances in artificial intelligence (AI) technology and techniques have enabled VPs to be designed to develop medical students' information gathering and history-taking skills.…”

Virtual patient clinical placements improve student communication competence

“…The VP was a computerised high-fidelity digital patient (see Figure 1), that has been described in detail by Quail et al (2016) and Bánszki et al (2018). It was developed by a multi-disciplinary team with experience in psychology, speech pathology, behaviour management and software design, and is programmed to produce 77 verbal and nonverbal responses representative of dementia.…”

“…Students' skills in maintaining the flow of conversation, for example, can be challenged by a VP that remains silent in response to a particular request or instruction from the student. The passivity can be tailored to reflect obstinacy or a specific communication impairment such as dysphasia (Bánszki et al, 2018;Bearman, 2003). The nature of patient turns, such as negative responses, can be selected to deliberately challenge emotionality in students' reactions and responses (Bearman, 2003;Deladisma et al, 2007).…”

“…Research indicates that students generally respond positively to VPs, although are sometimes frustrated by the current generation of VPs' lack of realism (e.g., their low graphical resolution or limited repertoire verbal and behavioural responses; Bánszki et al, 2018;Bearman, 2003;Courteille et al, 2014;Lambert & Watkins, 2013;Quail, Brundage, Spitalnick, Allen, & Beilby, 2016). In terms of the broad range of skills underpinning student learning, findings are equivocal.…”