Virtual patients: A year of change

Abstract

2010 was a vintage year for virtual patients (VPs) with an almost continuous sequence of publications and presentations at the major conferences. Notable examples include AMEE and its subsidiary e-Learning Symposium, the 2nd International Conference on VPs, and a large number of keynote presentations in national and international e-Learning and educational conferences. The increase in international collaboration, coupled to a reduction in VP creation costs and simpler creation tools, has all contributed to this sharp increase in interest. VPs have finally become embedded in the curriculum: in problem-based learning; as core components of lectures, tutorials and seminars; as assessment tools. The medical education community can increasingly turn its attention to the ways in which VPs can be used with the greatest efficiency and pedagogic value. Meanwhile, where will technology next take the VP? It is now possible to consider the extension of the current, relatively lightweight, VP into a truly interactive patient simulation, moving towards the concept of an 'e-human' or 'digital avatar'. At that stage, the simulation may take on new capabilities, offering authentic patient management, clinical and communication skills training, and the potential capability to mimic the health or disease of any citizen.

The use of virtual patients in medical education

“…In one sense, the VP is an online, interactive computer simulation of an encounter with a patient [5].…”

“…Mıdık and Kartal Virtual patients in medical education Marmara Medical Journal 2015; 28: 63-69 A VP is a procedure that bestows experience by offering various options through different cases [4]. A VP provides an opportunity to acquire treatment management skills through clinical reasoning and problem solving, reduces the numbers and effects of medical errors and thus contributes to patient safety [5]. VP procedures have been shown to be the best means of acquiring these skills at a superior level [8].…”

“…This has led to a more opportunistic educational environment in which the patient profile is regarded as a constant variable. Today's medical training process reduces interaction between instructor, patient and student, restricts experience-based learning and does not allow for patient encounters [5]. Yet the minimum skills required of newly graduated physicians are increasing all the time in terms of numbers and levels.…”

Twelve Tips for Utilizing Virtual Patients to Teach Professionalism

“…As with any teaching or learning strategy, "when to use what" will depend on the learning objective and desired learning outcome (Edelbring et al, 2012;Huwendiek et al, 2013), and it is important to be purposeful when selecting -or not selecting -a virtual patient case as the teaching strategy.Virtual patient cases can be used in a variety of educational formats, including tutorials, problem-based learning and seminars (Poulton & Balasubramaniam, 2011). Where case based learning is being considered, virtual patient cases are potentially more realistic and engaging (Cook & Triola, 2009) than traditional paper based cases.…”

“…Virtual patients are "a specific type of computer program that simulates real-life clinical scenarios; learners emulate the roles of health care providers to obtain medical history, conduct a physical exam, and make diagnostic and therapeutic decisions" (AAMC, 2007).Virtual patients are increasingly used in health professions education (Cook & Triola, 2009;Ellawayet al,2009;Poulton & Balasubramaniam, 2011).The benefits of using virtual patients appear similar to those from other forms of simulation in medical education (Ellawayet al,2015); while virtual patients may be costly and resource-intensive to produce (AAMC, 2007;Cendan & Lok, 2012;Ellawayet al,2015;Huang et al, 2007), they provide a flexible and accessible learning tool with opportunities for repetitive practice without putting actual patients at risk (AAMC, 2007;Issenberg, 2006). 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).…”