The use of virtual patients to teach medical students history taking and communication skills

Stevens, Amy; Hernandez, Jonathan; Johnsen, Kyle; Dickerson, Robert; Raij, Andrew; Harrison, Cyrus; DiPietro, Meredith; Allen, Bryan; Ferdig, Richard E.; Foti, Sebastian; Jackson, Jonathan; Shin, Min Chul; Cendán, Juan; Watson, Robert P.; Duerson, Margaret; Lok, Benjamin; Cohen, Marc; Wagner, P. D.; Lind, D. Scott

doi:10.1016/j.amjsurg.2006.03.002

Cited by 177 publications

(101 citation statements)

References 5 publications

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“…VPs may be used throughout the medical school curriculum including pre-clinical courses . VPs are commonly recommended for teaching clinical reasoning and clinical decision making, but have also been used for teaching basic communication skills with patients (learning how to ask about the patient's illness history) and to broach the subject of bioethics (Stevens et al 2006;Triola et al 2006;Cook & Triola 2009;Saleh 2010). Furthermore, there are also indications for using VPs to emphasize socio-cultural aspects and cultural differences as they pertain to the discipline of the practice of medicine Perron et al 2009).…”

Section: Introductionmentioning

confidence: 99%

Virtual Patients for assessment of medical student ability to integrate clinical and laboratory data to develop differential diagnoses: Comparison of results of exams with/without time constraints

Gunning

Fors

2012

Medical Teacher

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Introduction: We have evaluated medical student ability in a problem-based learning course using a Virtual Patient (VP)-based exam with variable parameters for assessment purposes. Methods: A class of 155 second year medical students was assessed using a VP exam with unlimited access during a 1-week period; 2 years later, the identical exam was administered to 175 students with a 3-h time limit. Results: Students taking the exam without time constraints utilized approximately twice as much time than students with the time limit. Without the pressure of a time-limit, students utilized half as many inquiries of the patient history, physical, and lab/imaging tests than were used by students having a time constraint, indicating that the time limited students used a ''shotgun approach'' to try to collect as many ''required'' inquiries as possible. Most students (91%) taking the untimed exam were able to correctly diagnose the exam case but only 31% of the time limited students correctly diagnosed the VP exam case, despite their higher number of inquiries.Conclusions: Our results demonstrate that an identical VP exam, administered with variables to compare untimed versus timelimited conditions, resulted in an unraveling of student's ability to integrate the data discovered during the process of progressive disclosure.

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Section: Introductionmentioning

confidence: 99%

Virtual Patients for assessment of medical student ability to integrate clinical and laboratory data to develop differential diagnoses: Comparison of results of exams with/without time constraints

Gunning

Fors

2012

Medical Teacher

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“…VP included the programmed options of voiced answers and gestures as the responses to the students' requests developed on the basis of the videos of real medical encounters. As the result of the study the effectiveness of repeated safe controlled VP use for professional activity realized by communicative interaction with patients was proved [11].…”

Section: Social Sciencesmentioning

confidence: 93%

“…The output result is reflected by any visual, auricular or mechanical result of simulation and can have the form of oral response, face expression, gesture or information about the change of blood pressure, palpitation. The accuracy and reality of interaction depend on the quality of the equipment [4,8,11,27].…”

Section: Social Sciencesmentioning

confidence: 99%

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Virtual Patients as the Tools of Professional Communicative Training in the Higher Medical Education of Usa

Manyuk

2016

EUREKA: Social and Humanities

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The system of higher medical education of the USA is characterized by the significant advance in the sphere of new technologies usage. The first computerized training programs for medical students were introduced in this country. Nowadays, new technologies including “virtual patients” (VP) are commonly used in undergraduate formal or hidden curriculum of US medical schools with the aim of professional and communicative training of future physicians. Thus, such valuable experience of the US medical education institutions may be useful for the development of higher medical education in other countries. The paper presents the historical overview and describes the evolution of computerized programs, ICTs and virtual patients in the system of higher medical education of the USA; researches the ways of virtual patients’ implementation in the structure of communicative and professional training in US medical schools and colleges; defines the notion of “virtual patient”; describes the types of VP and the methodology of their usage depending on the academic purpose; discusses the advantages, as well as the problems of VP usage in the curriculum and their possible solutions.

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“…• Paciente virtual -técnica computadorizada avançada de substituição de paciente, utilizada no aprendizado eletrônico de habilidades de comunicação, que permite a geração realística, a partir de filmes digitalizados, em ambiente de "realidade virtual", de "pacientes" com capacidade de interagir com o estudante 16,17 .…”

Section: -Histórico E Difusãounclassified

Utilização De Pacientes Simulados No Ensino E Na Avaliação De Habilidades Clínicas

Troncon

2007

Medicina (Ribeirão Preto)

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Troncon LEA. Utilização de pacientes simulados no ensino e na avaliação de habilidades clínicas. Medicina (Ribeirão Preto) 2007;40 (2): 180-91.Resumo: A utilização de pessoas normais desempenhando o papel de pacientes vem sendo feita há várias décadas no ensino e na avaliação de habilidades clínicas, como um meio de contornar os inconvenientes da utilização dos pacientes reais. No âmbito do ensino, o paciente simulado constitui um recurso complementar que pode anteceder a prática mais intensiva com os pacientes reais, permitindo que as atividades educacionais sejam desenvolvidas repetidamente com mais segurança e menor desgaste para os estudantes e os pacientes. Favorece, ainda, o aprendizado mais ativo, confere maior homogeneidade nas oportunidades de treinamento, permite repetições e facilita as correções dos defeitos na execução das tarefas com o paciente. No âmbito das avaliações, os pacientes simulados (padronizados) permitem a inserção nos exames das situações desejadas, no nível de complexidade apropriado, e que um grande número de examinandos seja avaliado nas mesmas condições, o que favorece o preenchimento dos requisitos de validade e de fidedignidade. Neste artigo, são apresentados conceitos educacionais pertinentes ao aprendizado das habilidades clínicas, um histórico sucinto do desenvolvimento das simulações empregando pessoas normais e as principais vantagens e desvantagens da utilização de pacientes reais e de pacientes simulados no ensino e na avaliação das habilidades clínicas. Alguns aspectos práticos do recrutamento, da seleção e do treinamento de pacientes simulados, baseados na experiência adquirida na Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, são também apresentados. 1-INTRODUÇÃONas últimas décadas, o ensino superior nas profissões da área da Saúde vem sofrendo inúmeras modificações conceituais e metodológicas visando o seu aperfeiçoamento. Uma destas modificações consiste na utilização crescente de pacientes simulados no ensino e na avaliação das habilidades clínicas. Idealizadas e desenvolvidas em centros da América do Norte, as técnicas de simulação tem se difundido por todo o mundo e vem sendo introduzidas e gradualmente empregadas com maior intensidade também no Brasil. Neste artigo, pretende-se apresentar as principais bases conceituais e discutir aspectos variados da utilização de pacientes simulados no ensino e na avaliação de habilidades clínicas, com o objetivo de divulgar estes conhecimentos para profissionais envolvidos no ensino médico e na educação superior na área da Saúde.

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The use of virtual patients to teach medical students history taking and communication skills

Cited by 177 publications

References 5 publications

Virtual Patients for assessment of medical student ability to integrate clinical and laboratory data to develop differential diagnoses: Comparison of results of exams with/without time constraints

Virtual Patients for assessment of medical student ability to integrate clinical and laboratory data to develop differential diagnoses: Comparison of results of exams with/without time constraints

Virtual Patients as the Tools of Professional Communicative Training in the Higher Medical Education of Usa

Utilização De Pacientes Simulados No Ensino E Na Avaliação De Habilidades Clínicas

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