A randomized trial of teaching clinical skills using virtual and live standardized patients

Triola, Marc M.; Feldman, Hal S.; Kalet, Adina; Zabar, Sondra; Kachur, Elizabeth; Gillespie, Colleen; Anderson, Marian; Griesser, Cecily; Lipkin, Mack

doi:10.1111/j.1525-1497.2006.00421.x

Cited by 164 publications

(131 citation statements)

References 15 publications

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“…Computer or web applications are a great asset for learning basic knowledge (Chumley-Jones et al 2002). Virtual patients are effective for teaching clinical reasoning and patient management in non-dynamic situations (Triola et al 2006), and may be the modality of choice for these domains (Cook & Triola 2009), although a recent meta-analysis showed no difference with other, non-computer instruction (Cook et al 2010). Virtual worlds have shown promise in developing teamwork and crisis management skills, and have proven, in one pilot study, equally as effective as simulated clinical immersion (Youngblood et al 2008).…”

Section: Id In Simulation and The Outcomes Of Learningmentioning

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

171

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: Id In Simulation and The Outcomes Of Learningmentioning

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

171

140

View full text Add to dashboard Cite

show abstract

“…4,5 Virtual patient technology has been used by educators throughout the health sciences to develop required knowledge and skills. 4,[6][7][8] Virtual patients simulate real clinical scenarios and allow learners to emulate the roles of healthcare providers by obtaining patient information and making diagnostic and therapeutic decisions. 9 Virtual patients offer educators the opportunity to assess students' decision-making skills regarding course content in a safe, high-fidelity environment, while allowing students to succeed, err, and learn individually.…”

Section: Introductionmentioning

confidence: 99%

Use of Virtual Patients in an Advanced Therapeutics Pharmacy Course to Promote Active, Patient-Centered Learning

Smith

Mohammad

Benedict

2014

American Journal of Pharmaceutical Education

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Objective. To assess student satisfaction and learning of course objectives following the integration of virtual patient cases designed to promote active, patient-centered learning in an advanced therapeutics pharmacy course. Design. A dynamic virtual patient platform that incorporated a branched-narrative, decision-making teaching model was used in an advanced therapeutics course to supplement lecture content. Assessment. Presimulation and postsimulation tests were used to assess student learning. The use of virtual patients significantly enhanced student learning for both higher-and lower-level test questions (p,0.001 and p50.01, respectively). Students agreed or strongly agreed that the virtual patient cases provided an effective way to learn (72%), were enjoyable (69%), and were appropriate in content (80%), and that more should be incorporated (59%). Conclusion. The use of virtual patients in an advanced therapeutics practicum effectively promoted active, patient-centered learning; engaged students in an interactive and dynamic educational technology; encouraged teamwork; enhanced higher-level student learning; and improved student satisfaction in the course.

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“…Once developed, they can be Murphy S, Imam B, Whitehouse L MedEdPublish https://doi.org/10.15694/mep.2016.000107 Page | 5 repeatedly utilized for large numbers of students at little further cost (Bateman et al, 2013) and are easy to administer compared to the resource intensive process of scheduling and training standardized patients, and provide known and consistent content for each student who views them. A study by Triola et al (2006) showed little difference in the outcomes of virtual patients and standard patients in terms of post -encounter performance or perceived effectiveness of the experience by students.…”

Section: Tip #8: Consider Cost-effectivenessmentioning

confidence: 99%

Twelve Tips for Utilizing Virtual Patients to Teach Professionalism

Murphy¹,

Imam²,

Whitehouse³

2016

MedEdPublish

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Professionalism is an essential element of healthcare professional curriculum. However, teaching professionalism is complex and requires engaging and effective strategies. Virtual patients, in the form of computer-generated simulated clinical scenarios, can be used as a strategy to teach professionalism. The use of virtual patients provides an interactive and accessible learning tool along with opportunities for repetitive practice. This paper proposes twelve tips for utilizing virtual patients to teach healthcare professionalism. These tips are based on an extensive review of the relevant literature and the author's experience. The application of these tips may facilitate teaching professionalism using virtual patients and improve learning and retention of information.

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A randomized trial of teaching clinical skills using virtual and live standardized patients

Abstract: Improvements in performance and diagnostic ability were equivalent between the groups and participants rated VP and SP cases equally. Including well-designed VPs has a potentially powerful and efficient place in clinical skills training for practicing health care workers.

Cited by 164 publications

References 15 publications

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

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

Use of Virtual Patients in an Advanced Therapeutics Pharmacy Course to Promote Active, Patient-Centered Learning

Twelve Tips for Utilizing Virtual Patients to Teach Professionalism

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