Virtual Human Standardized Patients for Clinical Training

Talbot, Thomas B.; Rizzo, Albert

doi:10.1007/978-1-4939-9482-3_17

Cited by 18 publications

(14 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The critical component in developing a VSP system is building complex interactive VSPs that can act as actual patients. Table 1 presents the main features and improvement suggestions of four well‐developed VSP systems for psychiatric clinical training (Foster et al, 2015; Matsumura et al, 2018; Shah et al, 2012; Talbot & Rizzo, 2019). In the first three systems, students typed their questions or selected questions from listed options to receive responses from VSPs.…”

Section: The Development Of Virtual Standardised Patients For Health ...mentioning

confidence: 99%

“…When using these three systems, students could not ask their questions verbally. To allow students to interact with VSPs verbally, Talbot and Rizzo (2019) incorporated speech recognition technology into their system. We will describe the speech recognition process later in the design of a new VSP system section.…”

Section: The Development Of Virtual Standardised Patients For Health ...mentioning

confidence: 99%

See 1 more Smart Citation

Development and preliminary testing of a virtual reality measurement for assessing intake assessment skills

et al. 2023

View full text Add to dashboard Cite

Objective structured clinical examinations (OSCEs) have been widely used in health care education to simultaneously assess knowledge, skill and attitude. Due to the high cost of running an OSCE, its application in professional psychology is still limited. To solve this problem, virtual standardised patient (VSP) implementations in creating psychology OSCEs can be a cost‐effective method for administering a psychology OSCE regularly. This study aimed to develop and examine the psychometric properties of the VSP version of the Intake OSCE (VSP‐Intake OSCE) in measuring psychologists' psychological assessment competencies (PACs) from entry to early practice. The initial development of the VSP‐Intake OSCE contains a VSP station and a follow‐up written station to measure PACs when conducting an intake assessment. To administer the VSP station, we built a new VSP system that allows psychologists to interact with a VSP verbally. A sample of 36 participants, including 27 graduate students and nine psychologists, were recruited to examine the psychometric properties of the VSP‐Intake OSCE. As a newly developed instrument, the VSP‐Intake OSCE revealed good inter‐rater reliability and construct validity. We believe using VSP implementations to develop psychology OSCEs will be essential in promoting OSCE applications in professional psychology.

show abstract

Section: The Development Of Virtual Standardised Patients For Health ...mentioning

confidence: 99%

Section: The Development Of Virtual Standardised Patients For Health ...mentioning

confidence: 99%

Development and preliminary testing of a virtual reality measurement for assessing intake assessment skills

et al. 2023

View full text Add to dashboard Cite

show abstract

“…New scientific discoveries may also be assisted by systems trained to be consultant experts in medical knowledge (e.g., IBM’s Watson). It is likely that automated scientific discovery will have a considerable impact in clinical psychology, especially considering the long history of using formal methods in the domain, for example, to simulate clinicians ( Rizzo et al, 2016 ; Weizenbaum, 1966 ) and patients (e.g., de Mello & de Souza, 2019 ; Fitzpatrick et al, 2017 ; Talbot & Rizzo, 2019 ; for a review, see Fiske et al, 2019 ; for a detailed discussion, see Luxton, 2014 ) and for providing successful clinical diagnoses ( Grove et al, 2000 ).…”

Section: Computational Discovery and Psychologymentioning

confidence: 99%

Computational Scientific Discovery in Psychology

Bartlett

Pirrone

Javed

et al. 2022

Perspect Psychol Sci

View full text Add to dashboard Cite

Scientific discovery is a driving force for progress involving creative problem-solving processes to further our understanding of the world. The process of scientific discovery has historically been intensive and time-consuming; however, advances in computational power and algorithms have provided an efficient route to make new discoveries. Complex tools using artificial intelligence (AI) can efficiently analyze data as well as generate new hypotheses and theories. Along with AI becoming increasingly prevalent in our daily lives and the services we access, its application to different scientific domains is becoming more widespread. For example, AI has been used for the early detection of medical conditions, identifying treatments and vaccines (e.g., against COVID-19), and predicting protein structure. The application of AI in psychological science has started to become popular. AI can assist in new discoveries both as a tool that allows more freedom to scientists to generate new theories and by making creative discoveries autonomously. Conversely, psychological concepts such as heuristics have refined and improved artificial systems. With such powerful systems, however, there are key ethical and practical issues to consider. This article addresses the current and future directions of computational scientific discovery generally and its applications in psychological science more specifically.

show abstract

“…Despite enthusiasm for VSPs 18 and their incorporation into many educational health care settings, 19 most evaluations have focused on pilot studies of feasibility or acceptability. [20][21][22][23] Little is known about whether VSPs are more or less effective than other scalable self-directed, posttraining learning methods, such as independent study. This study compared the efficacy of a VSP program for MI skill development and retention with the efficacy of control training.…”

Section: Jama Network Open | Psychiatrymentioning

confidence: 99%

Virtual Standardized Patients vs Academic Training for Learning Motivational Interviewing Skills in the US Department of Veterans Affairs and the US Military

et al. 2020

Self Cite

View full text Add to dashboard Cite

IMPORTANCE Despite the need for effective and scalable training in motivational interviewing (MI) that includes posttraining coaching and feedback, limited evidence exists regarding the effectiveness of using virtual (computerized) standardized patients (VSPs) in such training. OBJECTIVE To evaluate the efficacy of training with a VSP on the acquisition and maintenance of MI skills compared with traditional academic study. DESIGN, SETTING, AND PARTICIPANTS This study was a 2-group, parallel-training randomized trial of 120 volunteer health care professionals recruited from a Department of Veterans Affairs and Department of Defense medical facility. Motivational interviewing skill was coded by external experts blinded to training group and skill assessment time points. Data were collected from October 17, 2016, to August 12, 2019. INTERVENTIONS After a computer course on MI, participants trained during two 45-minute sessions separated by 3 months. The 2 randomized training conditions included a branching storyline VSP, which provided MI skill rehearsal with immediate and summative feedback, and a control condition, which included academic study of content from the computerized MI course. MAIN OUTCOMES AND MEASURES Measurement of MI skill was based on recorded conversations with human standardized patients, assessed using the Motivational Interviewing Treatment Integrity 4.2.1 coding system, measured at baseline, after training, and after additional training in the randomized condition 3 months later. RESULTS A total of 120 volunteers (83 [69%] women), with a mean (SD) of 13.6 (10.3) years of health care experience, participated in the study; 61 were randomized to receive the intervention, and 59 were randomized to the control group. Those assigned to VSP training had significantly greater posttraining improvement in technical global scores (0.23; 95% CI, 0.03-0.44; P = .02), relational global scores (0.57; 95% CI, 0.33-0.81; P = .001), and the reflection-to-question ratio (0.23; 95% CI, 0.15-0.31; P = .001). Differences were maintained after the 3-month additional training session, with more improvements achieved after the 3-month training for the VSP trainees on the reflection-to-question ratio (0.15; 95% CI, 0.07-0.24; P = .001). CONCLUSIONS AND RELEVANCE This randomized trial demonstrated a successful transfer of training from a VSP to human standardized patients. The VSP MI skill outcomes were better than those achieved with academic study and were maintained over time. Virtual standardized patients (continued) Key Points Question What is the efficacy of training with a virtual standardized patient compared with traditional academic study for learning motivational interviewing skills? Findings In this randomized trial of 120 health care professionals, training with a virtual standardized patient resulted in significantly greater improvements in 3 of 4 motivational interviewing composite skill scores, including the technical global score, the relational global score, and the reflection-toquestion ratio, compare...

show abstract

Virtual Human Standardized Patients for Clinical Training

Cited by 18 publications

References 26 publications

Development and preliminary testing of a virtual reality measurement for assessing intake assessment skills

Development and preliminary testing of a virtual reality measurement for assessing intake assessment skills

Computational Scientific Discovery in Psychology

Virtual Standardized Patients vs Academic Training for Learning Motivational Interviewing Skills in the US Department of Veterans Affairs and the US Military

Contact Info

Product

Resources

About