The Virtual-Patient Pilot: Testing a New Tool for Undergraduate Surgical Education and Assessment

Yang, Rachel; Hashimoto, Daniel A.; Predina, Jarrod D.; Bowens, Nina; Sonnenberg, Elizabeth M.; Cleveland, Emily C.; Lawson, C. A.; Morris, Jon B.; Kelz, Rachel R.

doi:10.1016/j.jsurg.2012.12.001

Cited by 16 publications

(10 citation statements)

References 21 publications

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“…Several qualitative studies have described the potential of VPs to develop clinical reasoning skills in medicine and nursing (Gesundheit et al 2009;Botezatu et al 2010;Su & Juestel 2010;Forsberg et al 2011;Pinnock et al 2012;Chapman et al 2013); to support clinical-management decision-making through feedback (Yang et al 2012); and through authors' case-design decisions, such as branching, to impact on efficacy of learning outcomes, including clinical reasoning (Bateman et al 2013). None to date have provided practical guidelines to support the development of clinical reasoning by using VPs.…”

Section: How Virtual Patients Can Teach Clinical Reasoningmentioning

confidence: 99%

“…In branched VPs, cases provide constructive feedback about the consequences of decisions made, specifically interpretation of critical clinical findings, addressing key decision points, and care management through the provision of different outcomes depending upon the learner's choices (Yang et al 2012;Bateman et al 2013). Metrics such as scoring, time and cost, when available, further help learners gauge their progress, individually, as compared with a group of peers, or with experts.…”

Section: Tipmentioning

confidence: 99%

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Twelve tips to support the development of clinical reasoning skills using virtual patient cases

2014

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Clinical reasoning is a critical core competency in medical education. Strategies to support the development of clinical reasoning skills have focused on methodologies used in traditional settings, including lectures, small groups, activities within Simulation Centers and the clinical arena. However, the evolving role and growing utilization of virtual patients (VPs) in undergraduate medical education; as well as an increased emphasis on blended learning, multi-modal models that include VPs in core curricula; suggest a growing requirement for strategies or guidelines that directly focus on VPs. The authors have developed 12 practical tips that can be used in VP cases to support the development of clinical reasoning. These are based on teaching strategies and principles of instructional design and pedagogy, already used to teach and assess clinical reasoning in other settings. Their application within VPs will support educators who author or use VP cases that promote the development of clinical reasoning.

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Section: How Virtual Patients Can Teach Clinical Reasoningmentioning

confidence: 99%

Section: Tipmentioning

confidence: 99%

Twelve tips to support the development of clinical reasoning skills using virtual patient cases

2014

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“…Therefore, based on the indication that VP improve student performance, the aim of this study was to examine the effect that VP have on overall knowledge test performance and improvement of diagnostic thinking ability in comparison to p‐PBL.…”

Section: Introductionmentioning

confidence: 99%

Problem‐based learning in internal medicine: virtual patients or paper‐based problems?

Sobočan

Turk

Dinevski

et al. 2017

Internal Medicine Journal

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“…Virtual patient systems have also been increasingly utilized for self-assessment (Abendroth, Harendza, & Riemer, 2013) or for student assessment in many medical and nursing schools (Fischer, Kopp, Holzer, Ruderich, & Junger, 2005;Gesundheit, Brutlag, Youngblood, Gunning, Zary, & Fors, 2009;Round, Conradi, & Poulton, 2009;Yang, Hashimoto, Predina, Bowens, Sonnenberg, Cleveland, et al, 2013). Virtual Patient-based exams are also being used in sections of national board exams including Step 3 of the USMLE Board Exam (National Board of Medical Examiners [NBME], 2011).…”

Section: Introductionmentioning

confidence: 99%

“…However, the methods for scoring and grading VP-based exams are still not fully vetted and several different metrics have been suggested (Botezatu, Hult, Tessma, & Fors, 2010a;Fischer et al, 2005;NBME, 2011;Oliven, Nave, Gilad, & Barch, 2011;Perron, Perneger, Kolly, Dominicé Dao, Sommer, & Hudelson, 2009;Waldmann, Gulich, & Zeitler, 2008;Yang et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Different Scoring Rubrics for Grading Virtual Patient-Based Exams

Fors

Gunning

2014

Journal of Educational Computing Research

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Virtual patient cases (VPs) are used for healthcare education and assessment. Most VP systems track user interactions to be used for assessment. Few studies have investigated how virtual exam cases should be scored and graded. We have applied eight different scoring models on a data set from 154 students. Issues studied included the impact of penalizing guessing, requiring a correct diagnose, different grading levels, and the effect of using weighted diagnose metrics. Controlling the random-guessing approach is necessary and can be accomplished by a rubric that measures a relative efficiency of the learner's inquiries and the total number of inquiries. Using a straight percentage score versus a curved exam score had a major impact on grades. Significant differences were found when using different metrics as only one of the eight rubric models resulted in a Gaussian distribution. Course directors need to analyze expected learning outcomes from a course to determine a scoring metric to assess those particular needs; the grading rubric must also control for guessing.

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The Virtual-Patient Pilot: Testing a New Tool for Undergraduate Surgical Education and Assessment

Cited by 16 publications

References 21 publications

Twelve tips to support the development of clinical reasoning skills using virtual patient cases

Twelve tips to support the development of clinical reasoning skills using virtual patient cases

Problem‐based learning in internal medicine: virtual patients or paper‐based problems?

The Impact of Different Scoring Rubrics for Grading Virtual Patient-Based Exams

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