Educational potential of using virtual patients for promoting interprofessional learning between medical and pharmacy students: A qualitative study

Timmis, Jessica; Orlu, Mine; Park, Sophie

doi:10.1080/13561820.2018.1513461

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…It is verified that the IPL, covering many healthcare jobs, enhances patient care quality by motivating the cooperation among the experts. One should thoroughly investigate the suitable educational methods and the content to enable the fruitful IPL (Timmis et al , 2018) (Answer of questions 2 and 3).…”

Section: Discussionmentioning

confidence: 99%

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Virtual medical learning: a comprehensive study on the role of new technologies

Zhou

Yan³

et al. 2021

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PurposeHealthcare employs informatics to offer its services through information technology where the social network can aid virtual medical learning. Since the usage of the internet and other electronic tools for medical services delivery is at the initial stage, it is essential to examine the factors that condition patients and medical elements in a virtual environment can develop relationship models on the health services. So, the authors have systematically reviewed virtual medical learning and offered some suggestions for the upcoming works. The authors have also discovered gaps in the state-of-the-art papers and provided solutions for them.Design/methodology/approachNumerous novel advancements have changed the old exercise of therapeutic and analytic learning. Virtual spaces have quickly turned into a section of the learning technology vision. Given the importance of its achievements and endless low-cost expansion of the educational system, virtual education has been considered as one of the issues raised by the information communities. Medicine and health are some of the most important fields in virtual technologies. Hence, in this paper, we have used a systematic literature review to deeply examine virtual medical learning. After establishing exclusion and inclusion criteria, an independent systematic search in Google Scholar, ACM, Scopus, Eric, Science Direct, Springer link, Emerald, Global ProQuest and IEEE for relevant studies have been performed, and 21 papers have been analyzed. Detailed data have been mined out of the papers.FindingsThe authors have found that virtual medical learning improves and expands the knowledge core and meaningfully affects the exercise. Virtual learning (VL) has been used in many therapeutic zones, like therapeutic learning, surgery, diagnosing, combining and regularizing processes. It has presented a fundamental access point and a referral mechanism for all of a course's component communities. It can also simplify communicative education, allowing learners to get abilities before applying them in a real-world situation. Also, the communicative characteristics of different VL programs can somehow be like direct teaching.Research limitations/implicationsSome excellent work may be removed owing to applying the filters to select the primary papers. Surveying all the documents on the topic of virtual medical learning is impossible, too. Nevertheless, the authors have tried to present a perfect survey of virtual medical learning. The results will be helpful for scholars to propose better virtual medical learning techniques.Practical implicationsE-learning has become an indispensable additional learning tool in medical education. The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web can change the face of higher education. The results will be helpful for scholars for the upcoming works. The application of a literature review of partial least squares theory was useful for offering comprehensive literary coverage and completing the knowledge development analysis. The authors have backed scholars and experts for better understanding the development of virtual medical learning systems via presenting comparative data and scrutinizing the present advances.Originality/valueThe paper enhances intellectual knowledge by improving the conception of virtual medical learning. It informs the development, use of virtual medical learning and the upcoming works. The lack of comprehensive papers in this field has increased the importance of this paper. The present paper can handle the pace of publications.

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Section: Discussionmentioning

confidence: 99%

“…So, just one learner can use computer simulation. Timmis et al (2018) explored medical and pharmacy learners' presumptions of virtual patients' role as a learning aid for IPL in their courses. They made two focus groups comprising of 6 learners in each discipline.…”

Section: Virtual Medical Learningmentioning

confidence: 99%

Virtual medical learning: a comprehensive study on the role of new technologies

Zhou

Yan³

et al. 2021

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“…Simulations have also forged into the gaming and virtual worlds to allow for immersive experiences in a familiar and safe environment 6,18–25 . Virtual simulations allow for remote participation, bringing together learners from various disciplines and locales into one simulated healthcare environment 26–32 . In fact, during the COVID‐19 pandemic, simulations in the remote setting became necessary to meet curricular outcomes 33,34 …”

Section: Introductionmentioning

confidence: 99%

“…6,[18][19][20][21][22][23][24][25] Virtual simulations allow for remote participation, bringing together learners from various disciplines and locales into one simulated healthcare environment. [26][27][28][29][30][31][32] In fact, during the COVID-19 pandemic, simulations in the remote setting became necessary to meet curricular outcomes. 33,34 Overall, use of simulations in health professions education is widespread and has positively affected learner satisfaction, knowledge, skills, and behaviors.…”

Section: Introductionmentioning

confidence: 99%

Overview of implementation and learning outcomes of simulation in pharmacy education

McBane

Alavandi

Allen

et al. 2023

J Am Coll Clin Pharm

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Simulation, an educational, assessment, and research technique used to mimic real‐world situations, is increasingly used in pharmacy education. The most‐used simulation methods include high‐fidelity simulation (HFS), low‐fidelity simulation (LFS), standardized patients, and game‐based simulation. A common element of simulation is its ability to offer learners the chance to practice a skill or acquire knowledge in a safe and accessible space. Simulation methods differ in key aspects, including cost and other resource investment as well as ideal venue for use in education. HFS provides a more realistic simulation environment than LFS but is typically more expensive. Standardized patients offer learners the opportunity to engage with a live person but may elicit greater variability in responses to learners' input than HFS. Computer‐based simulation uses technology to supply a wide variety of learning opportunities; however, it may require the use of proprietary software and devices. Despite widespread use, literature describing learning outcomes of simulation in pharmacy education is limited. Some existing reports with positive findings have focused on learner satisfaction with or perceived benefit of simulation activities. The few existing publications summarizing changes in skills or knowledge demonstrate a positive impact. Simulation is a promising modality for educating pharmacy students and residents; however, more data summarizing the benefit of learning outcomes are needed.

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