A Multi-Institutional Pilot Study to Evaluate the Use of Virtual Patients to Teach Health Professions Students History-Taking and Communication Skills

Bernard, Thomas; Stevens, Amy; Wagner, P. D.; Bernard, N.F. James; Oxendine, Christopher; Johnsen, Kyle; Dickerson, Robert; Raji, Andrew; Lok, Benjamin; Duerson, Margaret; Cohen, Marc; Schumacher, Lori; Harper, JC; Lind, D. Scott

doi:10.1097/01266021-200600120-00009

Cited by 4 publications

(2 citation statements)

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“…Virtual patients are becoming increasingly important in healthcare simulation (Cook & Triola 2009;Huwendiek et al 2009). They enable health learners to practice a large number of medical skills, including communication and history taking (Bernard et al 2006). Virtual worlds that replicate complete environments and diverse events on a computer-screen have also seen a surge in popularity.…”

Section: Level 4: Presentationmentioning

confidence: 99%

Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection

Chiniara

Cole²,

Brisbin³

et al. 2012

Medical Teacher

179

140

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Background: Simulation in healthcare lacks a dedicated framework and supporting taxonomy for instructional design (ID) to assist educators in creating appropriate simulation learning experiences. Aims: This article aims to fill the identified gap. It provides a conceptual framework for ID of healthcare simulation. Methods: The work is based on published literature and authors' experience with simulation-based education. Results: The framework for ID itself presents four progressive levels describing the educational intervention. Medium is the mode of delivery of instruction. Simulation modality is the broad description of the simulation experience and includes four modalities (computer-based simulation, simulated patient (SP), simulated clinical immersion, and procedural simulation) in addition to mixed, hybrid simulations. Instructional method describes the techniques used for learning. Presentation describes the detailed characteristics of the intervention. The choice of simulation as a learning medium is based on a matrix of simulation relating acuity (severity) to opportunity (frequency) of events, with a corresponding zone of simulation. An accompanying chart assists in the selection of appropriate media and simulation modalities based on learning outcomes. Conclusion: This framework should help educators incorporate simulation in their ID efforts. It also provides a taxonomy to streamline future research and ID efforts in simulation.

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Section: Level 4: Presentationmentioning

confidence: 99%

Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection

Chiniara

Cole²,

Brisbin³

et al. 2012

Medical Teacher

179

140

View full text Add to dashboard Cite

show abstract

“…Despite lower evaluation of VPs compared to SPs, there was no difference in students asking the appropriate number of core questions and generating differential diagnoses between the two (Bernard et al, 2006). Therefore, this virtual scenario proved to be a controllable, secure and safe learning environment for students and a cost-saving opportunity.…”

Section: Less Advanced Technologies Provide Differentiated Student Pe...mentioning

confidence: 92%

Assessing Past, Present, and Future Interactions with Virtual Patients

Ferdig

Schottke

Rivera-Gutierrez

et al. 2012

International Journal of Gaming and Computer-Mediated Simulations

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Virtual patients have proven to be an effective educational tool for learning and applying clinical examination skills. Interactive virtual patient scenarios provide opportunities for medical students to practice and improve verbal and nonverbal communication through the use of performance feedback. This feedback helps students to understand the ways in which they are perceived by their patients which otherwise could not be analyzed by health professionals. Evidence supports that interactive VPs fill a niche in medical education and testing for scenarios that cannot be practiced outside the virtual environment or with standardized patients. Not only are virtual patients effective in medical curriculum, as evidenced by various studies, they are applicable in understanding the ways in which learning occurs and can be implemented into a number of educational settings. In this article, the authors summarize seven years of findings on the use of virtual patients. They also describe current efforts at implementing virtual patients in community scenarios. The paper concludes with avenues for future directions with virtual human patients.

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