A Serious Game for Training Patient-Centered Medical Interviews

Ziebarth, Sabrina; Kizina, Anna; Hoppe, H. Ulrich; Dini, Lorena

doi:10.1109/icalt.2014.69

Cited by 14 publications

(11 citation statements)

References 8 publications

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“…The prototype has been evaluated in two studies, both performed by the COLLIDE group in cooperation with the Department of Family Medicine of the Charité in Berlin (Ziebarth et al, 2014). The results of these studies will be summarized and discussed hereinafter:…”

Section: Evaluation Resultsmentioning

confidence: 99%

“…The sentence openers are related to GOG phases. In addition to verbal interaction, the player can also use items from the doctor's bag (information leaflets, stethoscope, pills, and syringe) and conduct non-verbal actions like nodding, smiling or touching the patient, which are also important in real interpersonal communication (Ziebarth et al, 2014). The items provide a playful added value.…”

Section: Game Designmentioning

confidence: 99%

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A Technical and Conceptual Framework for Serious Role-Playing Games in the Area of Social Skill Training

Othlinghaus-Wulhorst

Hoppe

2020

Front. Comput. Sci.

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Virtual role-playing games can provide an authentic experience of situated learning and allow for trying out different problem-solving and communication strategies without consequences in the real world. This is of particular interest and benefit for the training of social skills. This article presents a conceptual and technical framework for serious role-playing games for the training of specific social skills in virtual 2D learning environments involving chatbots in dialog-centric settings. It summarizes different use cases and evaluation results from prior studies. From the design perspective, several distinctive conceptual features characterize our framework: (1) chat-like interaction with an AI-controlled chatbot, (2) separate phases of immersion and reflection to facilitate a change of perspective that is considered conducive for learning, (3) the learning process is emphasized by means of adaptive feedback based on individual analyses. We propose a system architecture that is based on three components: (1) AI-controlled chatbots that adapt to the player's behavior, (2) a multi-agent blackboard system as the backbone in order to keep components independent and optimize performance due to parallel processing, and (3) intelligent support for an automated evaluation of the player's performance and feedback generation. The training scenarios presented and discussed in this article include workplace-oriented conflict management, patient-centered medical interviews, and customer complaint management. First evaluation studies indicate that the scenarios may be well-suited for real training situations. Due to its flexible architecture, our framework and approach can easily be tailored to different settings and use cases and thus serve as a basis for future research focusing on the adaptation to other contexts and systems. On the basis of these developments, we elaborate important design dimensions, reflect and discuss general issues and major challenges, summarize and contrast different approaches and strategies, and identify opportunities for serious role-playing games in the area of social skills training.

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Section: Evaluation Resultsmentioning

confidence: 99%

Section: Game Designmentioning

confidence: 99%

A Technical and Conceptual Framework for Serious Role-Playing Games in the Area of Social Skill Training

Othlinghaus-Wulhorst

Hoppe

2020

Front. Comput. Sci.

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“…In actual practice, patients very rarely (are invited to) provide their HCP with feedback about their communication skills. In a digital e-learning environment, however, professionals motivation to ‘satisfy’ the patient can be put to use by incorporating virtual or standardized patients who provide feedback on communication skills [ 29 ], although virtual patients can be perceived as not realistic and low levels of emotional involvement have been reported [ 27 , 31 ]. Thus, in order to develop a realistic and acceptable conversation simulation technology, the learners’ perceptions and needs should be thoroughly studied and incorporated in the tool.…”

Section: Discussionmentioning

confidence: 99%

“…To the best of our knowledge, based on a preliminary review of the literature, no such e-learning has been developed yet. We found 13 studies which described and evaluated digital communication skills training programs for HCP, yet none of these involved oncological HCP; they were targeted at (medical) students [ 20 , 27 – 33 ], resident physicians/doctors-in-training [ 34 , 35 ], general practitioners [ 34 , 36 – 38 ], or nurse practitioners [ 37 ]. Moreover, they were aimed at improving participants’ general communication skills, rather than the specific skill of information-provision (unpublished thesis).…”

Section: Introductionmentioning

confidence: 99%

Developing a digital communication training tool on information-provision in oncology: uncovering learning needs and training preferences

et al. 2018

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BackgroundAdequate information-provision forms a crucial component of optimal cancer care. However, information-provision is particularly challenging in an oncology setting. It is therefore imperative to help oncological health care practitioners (HCP) optimise their information-giving skills. New forms of online education, i.e. e-learning, enable safe and time and location independent ways of learning, enhancing access to continuous learning for HCP.As part of a user-centred approach to developing an e-learning to improve information-giving skills, this study aims to: 1) uncover the learning needs of oncological healthcare providers related to information- provision, and 2) explore their training preferences in the context of clinical practice.MethodsFocus groups and interviews were organised with oncological HCP (medical specialists and clinical nurse specialists) addressing participants’ learning needs concerning information- provision and their training preferences with respect to a new digital training tool on this issue. All sessions were audiorecorded and transcribed verbatim. Using an inductive approach, transcripts were independently coded by three researchers and discussed to reach consensus. Main themes were summarised and discussed.ResultsFour focus group sessions (total n = 13) and three interviews were conducted. The first theme concerned the patient outcomes HCP try to achieve with their information. We found HCP to mainly strive to promote patients’ understanding of information. The second theme concerned HCP reported strategies and challenges when trying to inform their patients. These entailed tailoring of information to patient characteristics, structuring of information, and dealing with patients’ emotions. Regarding HCP training preferences, an e-learning should be neatly connected to clinical practice. Moreover, participants desired a digital training to allow for feedback on their own (videotaped) information-giving skills from peers, communication experts, and/or patients; to monitor their progress and to tailored the training to individual learning needs.ConclusionsAn e-learning for improvement of information-giving skills of oncological HCP should be aimed at the transfer of skills to clinical practice, rather than at enhancing knowledge. Moreover, an e-learning is probably most effective when the facilitates individual learning needs, supports feedback on competence level and improvement, and allows input from significant others (experts, peers, or patients).

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“…Conversational agents are increasingly used in the domain of communications skills training, including the domain of communication skills in health. To illustrate, in our preparatory review of the literature on online communication skills training we found three studies involving the evaluation of virtual patients to teach communication skills to medical students [31,37,52]. A recent systematic review on the effectiveness of online training for medical students [53], reported on one more study [54].…”

Section: Learning Formatmentioning

confidence: 99%

Developing a digital training tool to support oncologists in the skill of information-provision: a user centred approach

et al. 2020

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Background: For patients with cancer, being well informed by their oncologist about treatment options and the implications thereof is highly relevant. Communication skills training (CST) programs have shown to be effective in improving clinicians' communication skills, yet CSTs are time-consuming, inconvenient to schedule, and costly. Online education enables new ways of accessible learning in a safe and personalised environment. Aim and methods: We describe the design of a digital CST-tool for information provision skills that meets oncologists' learning needs. We used the CeHRes Roadmap for user-centred design as a guiding framework. Phase 1 (Contextual Inquiry) involved consultation of the literature and a focus group interview study to uncover the learning needs and training preferences of clinicians' regarding a digital training for the skill of informationprovision. In phase 2 (Value Specification), two multidisciplinary expert panels specified the learning content and format of a digital training. Phase 3 (Design) encompassed an iterative development process, including two user group assessment sessions and 5 individual user sessions in which prototypes were tested. All sessions were recorded and independently analyzed by two researchers. Results: Based on literature and consultation of the users in the inquiry phase of the development process, and on expert opinion in the value specification phase, relevant (sub) skills and user requirements were defined to consider for the digital training format. It was decided to develop a conventional e-learning and a chatbot. Personalization and interactivity were integrated in the prototypes by including features that allow for e.g., choosing text, video or animation; to upload video-recorded consultations to receive peer-feedback; and to consult a communication expert. Results revealed that, overall, participants expressed a willingness to use a digital training tool to acquire information-provision skills. Individual user testing (including junior clinicians), indicated a preference for the chatbot over the e-learning.

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A Serious Game for Training Patient-Centered Medical Interviews

Cited by 14 publications

References 8 publications

A Technical and Conceptual Framework for Serious Role-Playing Games in the Area of Social Skill Training

A Technical and Conceptual Framework for Serious Role-Playing Games in the Area of Social Skill Training

Developing a digital communication training tool on information-provision in oncology: uncovering learning needs and training preferences

Developing a digital training tool to support oncologists in the skill of information-provision: a user centred approach

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