Application of a low-cost web-based simulation to improve students’ practical skills in medical education

Moreno-Ger, Pablo; Torrente, Javier; Bustamante, Julián; Fernández-Galaz, C; Fernández‐Manjón, Baltasar; Comas-Rengifo, María Dolores

doi:10.1016/j.ijmedinf.2010.01.017

Cited by 84 publications

(59 citation statements)

References 20 publications

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“…Universities have made considerable efforts to develop e-learning (National Workforce Group, 2006), and this type of programme has been used in the training of healthcare professionals for the acquisition of both theoretical (Carbonaro et al, 2008;Moreno-Ger et al, 2010) and practical (Moule et al, 2008;Corovic et al, 2009) skills.…”

Section: Introductionmentioning

confidence: 99%

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

et al. 2012

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Section: Introductionmentioning

confidence: 99%

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

et al. 2012

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“…Even though these game development platforms, and specifically eAdventure, have been successfully used in (medical) education [106,114], to our knowledge, there have been no previous attempts to use this type of technology in neuropsychological assessment. This approach would allow clinical researchers with little or no programming background to work together with a programmer to develop or adapt previously created functional assessments [109].…”

Section: Discussionmentioning

confidence: 99%

“…To obtain an estimate of the total cost of development, all professionals involved in the development process were asked to register the total amount of time they invested in the process. An estimate of the development costs was obtained by taking into account the estimated costs per person-hour [111] and following a procedure described elsewhere [106].…”

Section: Measures Of Interestmentioning

confidence: 99%

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Martínez‐Pernía¹,

Núñez-Huasaf²,

Blanco³

et al. 2017

Journal of Biomedical Informatics

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Highlights:1. Functional assessments are helpful in clinical decision-making.2. No practical, widely available everyday functional assessments currently exist.3. Serious game platforms such as eAdventure can be used to develop screen-based simulated functional assessments.4. The development of the SBS-COT required three professionals who required a total of 49 hours to finish the SBS-COT, which cost approximately US$1,821, taking into account the cost/person-hour. 5. The SBS-COT shows good feasibility as a pre-screening test of executive dysfunction assessment as well as good acceptability and usefulness for therapists and patients. Abstract:The assessment of functional status is a critical component of clinical neuropsychological evaluations used for both diagnostic and therapeutic purposes in patients with cognitive brain disorders. There are, however, no widely adopted neuropsychological tests that are both ecologically valid and easily administered in daily clinical practice. This discrepancy is a roadblock to the widespread adoption of functional assessments. In this paper, we propose a novel approach using a serious game authoring platform (eAdventure) for creating screenbased simulated functional assessments. We created a naturalistic functional task that consisted of preparing a cup of tea (SBS-COT) and applied the assessment in a convenience sample of eight dyads of therapists/patients with mild executive dysfunction after traumatic brain injury. We had three main aims. First, we performed a comprehensive review of executive function assessment in activities of daily living. Second, we were interested in measuring the feasibility of this technology with respect to staffing, economic and technical requirements. Third, a serious game was administered to patients to study the feasibility of this technology in the clinical context (pre-screening test). In addition, quantitative (Technology Acceptance Model (TAM) questionnaires) and qualitative (semistructured interviews) evaluations were applied to obtain user input. Our results suggest that the staffing, economic and technical requirements of the SBS-COT are feasible. The outcomes of the pre-screening test provide evidence that this technology is useful in the functional assessment of patients with executive dysfunction. In relation to subjective data, the TAM questionnaire showed good user acceptability from a professional perspective. Interview analyses with professionals and patients showed positive experiences related to the use of the SBS-COT. Our work indicates that the use of these types of authoring platforms could have positive long-term implications for neuropsychological research, opening the door to more reproducible, cooperative and efficient research by allowing the facilitated production, reuse and sharing of neuropsychological assessment tools.

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“…[12,13] In undergraduate medical education, simulation provides the potential for valid, cost-effective teaching and assessment of clinical skills, especially clinical reasoning skills. [14,15] In particular, student acceptance of virtual patients is high, with greater acceptance in pre-clinical (first and second-year) compared with clinical (fourth-year and further) medical students: therefore, medical simulation appears to be particularly well suited for learning and assessment purposes in junior medical students who have not yet had significant clinical contact. [15,16] An educational program that integrates early clinical contact and medical simulation appears therefore to be appropriate and innovative (Figures 1 and 2).…”

Section: Simulation In Undergraduate Medical Student Educationmentioning

confidence: 99%

Role of advanced simulation in undergraduate and postgraduate medical education

Fodale¹,

Penna²,

Amato³

et al. 2015

Int Arch Med

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Medical simulations are effective education complements for medical training, demonstrating effective learning, level of participation, and improvement in knowledge, skills and attitudes.In undergraduate medical education, simulation provides the potential for valid, cost-benefit teaching and assessment of clinical skills, especially clinical reasoning skills, bridging the gap between theory and practice. Simulation as a training tool in postgraduate medical training is a practical method to provide a kind of educational realistic significance for practicing specialty in order to improve quality of care and patient safety. In particular, simulation is an excellent opportunity to implement reports of security which can be considered a true strategy in order to minimize clinical risk and ensure appropriate levels of quality in daily clinical practice.

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Application of a low-cost web-based simulation to improve students’ practical skills in medical education

Cited by 84 publications

References 20 publications

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Role of advanced simulation in undergraduate and postgraduate medical education

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