Virtual patient activity patterns for clinical learning

Abstract

Virtual patients can be used for more than independent study. Clinical teachers are encouraged to explore the multitude of uses that virtual patients can be put to, and the ways in which activities can be constructed around them. Different kinds of activity can employ different kinds of virtual patients, of varying levels of complexity.

Twelve Tips for Utilizing Virtual Patients to Teach Professionalism

“…Although virtual patient cases are appropriate for independent study (Ellaway et al, 2015), follow up activities such as seminars, small group discussion or guided reflection have been shown to help and guide students to explore complex issues and situations (McEvoy et al, 2012) such as those relating to professional behavior, as well as answering questions which were elicited by the case (Posel et al, 2014). Debriefingwith a clinical tutor or a practicing professional may be particularly helpful due to the "real life" clinical perspective they bring to the discussion (Edelbring et al,2012).…”

“…Virtual patient cases are costly and time consuming to produce (Cendan & Lok, 2012;Ellaway et al, 2015;Huang et al, 2007). The ongoing costs include revisions needed to keep cases current, maintenance of the web platform, and tutor support.…”

“…The potential for virtual patient cases to be used for collaborative problem solving in on-line or face-to-face discussion groups can provide an opportunity to practice teamwork and collaboration (Ellaway et al, 2015) which are foundational to health professional practice in Canada (CIHC, 2010). Students can be asked to work in groups in the virtual environment to discuss or provide feedback on an online case, and the quality of that discussion can be monitored and assessed.…”

“…Virtual patient is an educational tool which should be used as part of a larger "professionalism curriculum" (Edelbring et al, 2012;Ellaway et al, 2015;Howendiuk et al, 2013;Huang et al, 2007;Issenberg, 2006). Virtual cases alone will not suffice to teach professionalism; multiple strategies and learning approaches which address Murphy S, Imam B, Whitehouse L MedEdPublish https://doi.org/10.15694/mep.2016.000107 Page | 3 different learning styles and different contextual needs should be incorporated into the professionalism curriculum, as individual learning styles can affect the efficacy of virtual patients as a learning tool (Cook & Triola, 2009).…”

“…To be an effective educational tool, virtual patients need to be used judiciously (Edelbring et al, 2012;Ellaway et al, 2015;Huang et al,2007;Huwendiek et al, 2013;Issenberg, 2005). When used appropriately, virtual patients can help to facilitate learning (Cook & Triola,2009), enhance retention (Botezatu et al, 2010a), and provide a transformative learning experience (Kleinheksel, 2014).…”