Virtual Mrs K: The learners and #8217; expectations and attitudes towards a virtual patient system in transcultural psychiatry

Pantziaras, Ioannis; Fors, Uno; Ekblad, Solvig

doi:10.5455/jcme.20140627042240

Cited by 4 publications

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“…A previous pilot study by our team examined a preliminary version of the VP system presented in this study in terms of user acceptance and educational potentials [ 21 ], whereas a recently published study [ 22 ] examined the new version of our VP system with respect to users’ expectations and attitudes toward it. In this current study we examined the actual impact of training with VPs on the resident psychiatrists’ confidence in providing medical care for traumatized refugee patients with psychiatric symptomatology.…”

Section: Discussionmentioning

confidence: 99%

“…An important limitation of the system is however the lack of the ability to formulate in written or oral form own questions during the history-taking interview, limiting the perceived realism, as demonstrated in previously published studies. [ 21 , 22 ]…”

Section: Discussionmentioning

confidence: 99%

“…A comprehensive description of the RT-Sim system and the current VP case used, along with the participants’ acceptance, expectations and attitudes towards it have been presented in previous articles [ 20 – 22 ].…”

Section: Methodsmentioning

confidence: 99%

“…Web-based simulation has been recently reported as a mean to teach violent risk assessment of complex psychiatric patients and the clinical management of follow-up care [ 19 ]. To the best of our knowledge, no previous study has been published concerning the formal use of VPs for transcultural training clinical management of traumatized refugee patients, with the exception of previous pilot studies published by our research team examining educational aspects of a preliminary version of our VP-system [ 20 , 21 ] as well as the learners’ expectations and attitudes towards the current version [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

“…We have developed a dedicated VP system that portrays refugee trauma cases for educational use, aiming to enhance the clinical, interpersonal, and cultural competence of trainees, as well as the clinical management of traumatized refugee patients. This system, including a slightly modified version developed as a part of our international cooperation with the Harvard Program for Refugee Trauma (HPRT) [ 20 ], has been evaluated with respect to user acceptance and educational potentials, as well as face and construct validity, with promising results [ 21 , 22 ]. This study aimed to examine the impact of training with this VP-system on confidence in caring for traumatized refugee patients among Swedish psychiatry residents.…”

Section: Introductionmentioning

confidence: 99%

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Innovative Training with Virtual Patients in Transcultural Psychiatry: The Impact on Resident Psychiatrists’ Confidence

2015

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BackgroundVirtual patients are now widely accepted as efficient and safe training tools in medical education, but very little is known about their implementation in psychiatry, especially in transcultural clinical care of traumatized refugee patients.ObjectiveThis study aimed at assessing the impact of training with a virtual patient on confidence in providing clinical care for traumatized refugee patients.MethodsThe authors developed an educational tool based on virtual patient methodology portraying the case of “Mrs. K”, a traumatized refugee woman with symptoms of PTSD and depression. A group (N=32) of resident psychiatrists tested the system and their confidence in different aspects of providing clinical care for this patient group was evaluated pre- and post-test by using a validated confidence questionnaire. Cronbach’s α was calculated for all clusters. Changes between pre- and post-test were compared by using the matched-pair t-test, binomial distribution for exact significance test and a calculation of effect sizes (Cohen’s d).ResultsA statistically significant improvement was exhibited in overall confidence (mean Δ: 0.34; p<0.0001; d: 0.89) as well as in four more specific domains of clinical care, with the area of identifying and evaluating trauma-related diagnoses and disability showing the most prominent improvement (mean Δ: 0.47; p<0.0001; d: 1.00).ConclusionsThis VP-system can lead to physicians’ improvement of confidence in providing transcultural clinical care for traumatized refugee patients. Further research is required to investigate improvement in actual performance and cognitive outcomes with several VPs and in a long-term effect perspective.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Innovative Training with Virtual Patients in Transcultural Psychiatry: The Impact on Resident Psychiatrists’ Confidence

2015

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On the threshold of future learning

Slotte

Wallinheimo

Fors

et al. 2023

NJDL

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This article presents an example of how teacher education could be supported by way of a digital simulation program that provides practical competence in dealing with challenging teaching situations. Virtual simulations are still relatively uncommon in teacher education. A major benefit is that they allow for individualised feedback, which is generally considered an important component of learning. The aim of the study was to deepen understanding of how student teachers experience, and think about, the use of Virtual Educational Simulation (VES). The simulation in question was developed for teacher education during 2018-2019. For the empirical study, six Master's-level student teachers were interviewed after running a simulated case where they encounter two virtual pupils having challenges with subject literacy. We used inductive qualitative content analysis in addressing the two research questions: How did the students experience specific topics of the VES design and the procedure, namely navigation, content, introductory elements, interaction, experience of the VES case as a real-life situation, assessment, feedback and student collaboration? What themes did the students topicalise in relation to their learning? The results indicate a positive attitude to VES in teacher training, although the students noted some limitations within the design of the program. Many of their comments about the design relate to their own development and learning as student teachers. Three themes emerged in their topicalisation of learning: the importance of relating to pupils' experiences and earlier knowledge, the need to pay attention to the individual student, and the key role of interaction with the teacher. Our findings confirm the importance of reflection and interaction in simulation programs with virtual cases.

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Training With Virtual Patients in Transcultural Psychiatry: Do the Learners Actually Learn?

Pantziaras¹,

Fors²,

Ekblad³

2015

J Med Internet Res

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BackgroundThe rapid increase in the number of patients with diverse ethnic backgrounds and previous exposure to severe mental trauma dictates the need for improvement in the quality of transcultural psychiatric health care through the development of relevant and effective training tools.ObjectiveThis study aimed to evaluate the impact of training with a virtual patient on the learner’s knowledge of posttraumatic stress disorder symptoms, clinical management, and basic communication skills.MethodsThe authors constructed an interactive educational tool based on virtual patient methodology that portrayed a refugee with severe symptoms of posttraumatic stress disorder and depression. A total of 32 resident psychiatrists tested the tool and completed a pre-interaction and post-interaction knowledge test, including skills, at the time and several weeks later.ResultsAll of the participants (N=32) completed the pre-interaction and post-interaction test, and 26 (81%) of them completed the online follow-up test. The mean pre-interaction score was 7.44 (male: 7.08, female: 7.65, no statistical significance). The mean post-interaction score was 8.47, which was significantly higher (P<.001) than the pre-interaction score (mean score 7.44). The mean score for the follow-up test several weeks later was 8.38, higher than the pre-interaction score by 0.69 points but not statistically significant.ConclusionsOur results suggest that virtual patients can successfully facilitate the acquisition of core knowledge in the field of psychiatry, in addition to developing skills such as clinical reasoning, decision making, and history taking. Repeated training sessions with virtual patients are proposed in order to achieve sustainable educational effects.

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Virtual Mrs K: The learners and #8217; expectations and attitudes towards a virtual patient system in transcultural psychiatry

Cited by 4 publications

References 0 publications

Innovative Training with Virtual Patients in Transcultural Psychiatry: The Impact on Resident Psychiatrists’ Confidence

Innovative Training with Virtual Patients in Transcultural Psychiatry: The Impact on Resident Psychiatrists’ Confidence

On the threshold of future learning

Training With Virtual Patients in Transcultural Psychiatry: Do the Learners Actually Learn?

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