“I Have a Cough”: An Interactive Virtual Respiratory Case-Based Module (original) (raw)
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Malaysian Journal of Medicine and Health Sciences, 2022
Introduction: Anatomy is perceived to be an onerous subject as it contains complex information that necessitates three-dimensional visualization to comprehend. During COVID-19 pandemic, there was a paradigm shift to online distance learning including practical sessions. Innovative instructional techniques of learning anatomy are clearly needed.Methods: An e-Anatomy kit composing of 5 components: i) pre-recorded cadaveric demonstrations, ii) Complete Anatomy application, iii) interactive diagram labelling, iv) schematic diagram and v) mnemonics were designed to improve the Respiratory Module virtual practical experience of medical students from Faculty of Medicine, Universiti Teknologi MARA, Malaysia. The students were divided into 2 groups: the control group had regular discussion and the experimental group received an e-Anatomy kit. Pre-and post-test containing Anatomy questions as well as questionnaires regarding student perceptions were also given to the students. Results: There was significant difference between the means of pre-and post-test assessment in both control and e-Anatomy kit groups. There were no differences of post-test assessments between the control and e-Anatomy kit groups. However, in post-test assessments, the mean percentage difference of the e-Anatomy kit group is higher (15.8%) in comparison to the control group (10.3%). The students perceived the e-Anatomy kit as engaging, interesting and effective. Conclusion: e-Anatomy kit is an efficient and engaging approach as an alternative or adjunct to face-to-face anatomy teaching, especially under COVID-19 pandemic.
The use of virtual patients to teach medical students history taking and communication skills
American Journal of Surgery, 2006
At most institutions, medical students learn communication skills through the use of standardized patients (SPs), but SPs are time and resource expensive. Virtual patients (VPs) may offer several advantages over SPs, but little data exist regarding the use of VPs in teaching communication skills. Therefore, we report our initial efforts to create an interactive virtual clinical scenario of a patient with acute abdominal pain to teach medical students history-taking and communication skills.In the virtual scenario, a life-sized VP is projected on the wall of an examination room. Before the virtual encounter, the student reviews patient information on a handheld tablet personal computer, and they are directed to take a history and develop a differential diagnosis. The virtual system includes 2 networked personal computers (PCs), 1 data projector, 2 USB2 Web cameras to track the user’s head and hand movement, a tablet PC, and a microphone. The VP is programmed with specific answers and gestures in response to questions asked by students. The VP responses to student questions were developed by reviewing videotapes of students’ performances with real SPs. After obtaining informed consent, 20 students underwent voice recognition training followed by a videotaped VP encounter. Immediately after the virtual scenario, students completed a technology and SP questionnaire (Maastricht Simulated Patient Assessment).All participants had prior experience with real SPs. Initially, the VP correctly recognized approximately 60% of the student’s questions, and improving the script depth and variability of the VP responses enhanced most incorrect voice recognition. Student comments were favorable particularly related to feedback provided by the virtual instructor. The overall student rating of the virtual experience was 6.47 ± 1.63 (1 = lowest, 10 = highest) for version 1.0 and 7.22 ± 1.76 for version 2.0 (4 months later) reflecting enhanced voice recognition and other technological improvements. These overall ratings compare favorably to a 7.47 ± 1.16 student rating for real SPs.Despite current technological limitations, virtual clinical scenarios could provide students a controllable, secure, and safe learning environment with the opportunity for extensive repetitive practice with feedback without consequence to a real or SP.
Cureus
The aim of the present study was to develop and design software-based "virtual patient" for learning functional diagnosis with clinical reasoning of respiratory dysfunction based on need analysis and perception of faculty and student on utility in the undergraduate physiotherapy curriculum. The objective of the study was to design a framework of a respiratory case scenario that includes personal details, history taking, physical examination, differential diagnosis, investigations, functional impairment, and diagnosis, design a prototype of the virtual patient case scenario using software in a virtual environment created in oculus quest, obtain faculty and student feedback, and analyze the feedback. The result of the study obtained on feedback analysis suggests that the virtual patient case scenario (prototype) contains the relevant information in an organized and sequenced manner. The virtual patient case scenario on the virtual reality platform will be helpful as a teaching and learning modality. The study concluded that the present virtual simulated case scenario (prototype) with more cases helps to develop functional diagnosis and clinical reasoning skills as a part of the undergraduate physiotherapy curriculum.
The use of virtual patients in medical school curricula
AJP: Advances in Physiology Education, 2012
The demonstration of patient-based cases using automated technology [virtual patients (VPs)] has been available to health science educators for a number of decades. Despite the promise of VPs as an easily accessible and moldable platform, their widespread acceptance and integration into medical curricula have been slow. Here, the authors review the technological underpinnings of VPs, summarize the literature regarding the use and limitations of VPs in the healthcare curriculum, describe novel possible applications of the technology, and propose possible directions for future work.
THE USE OF VIRTUAL PATIENTS TO TEACH MEDICAL STUDENTS HISTORY
Education, 2004
At most institutions, medical students learn communication skills through the use of standardized patients (SP's). Virtual patients (VP's) may offer several advantages over SP's, but little data exists regarding the use of VP's in teaching communication skills. Therefore, we report our initial efforts to create an interactive virtual clinical scenario of a patient with acute abdominal pain to teach medical students history-taking and communication skills.
COVID-19 impact and virtual medical education
2020
The Corona-Virus Disease 2019 (COVID-19) Pandemic has had a tremendous effect on medical education. It is also challenging the medical educationists' ability to adapt to this whole unique situation. Considering the hospital-based education, clinical mentors, and students in all health professions are potential carriers. However, the current crisis is revitalizing the necessity for online learning opportunities and virtual education. Most medical schools are following reacting to lockdown with a shift to live online or video-based learning. Maintaining standard in medical education, keeping the clinical learning on stream, and minimizing the assessment disruption are unprecedented challenges under pandemic conditions. Adaptation to this new situation is necessary to prepare future clinicians for practice. This commentary discusses how this pandemic may affect medical education. In this commentary, the author highlights the importance of virtual education and the potential implications of integrating virtual simulation technologies into medical education for the future of clinical competency learning and assessment.
The virtual patient project: Using low fidelity, student generated online cases in medical education
ascilite.org.au
Objectives: This paper reports on an in-progress study of low-fidelity virtual patients (VPs) created by and for medical students at the University of New South Wales. Its goals were to advance the diagnostic reasoning and patient management skills of all participating students. Methods: Two groups of volunteers from among the University's fifth-year medical students were trained in the use of software programs that enabled them to produce virtual patients. The cases they subsequently created were then reviewed for accuracy by clinical specialists, and are soon to be trialled with more junior student readers. Results: Student authors, who came to the project with varying levels of technical confidence and ability, were all able to create interesting and engaging cases. Thus far they have produced eleven VPs, and qualitative analysis indicates positive impacts for their confidence in diagnostic pathways, treatment options and consolidation of knowledge. Quantitative analysis of changes in their clinical reasoning abilities is ongoing. Conclusion: Given the success of the project, it is highly likely that student-created virtual patients will become an optional assessment task for senior medical students in the future, with the added benefit that this will develop a bank of VPs for future use in the program.
Learning with Virtual Patients in Medical Education
2018
VPL – Virtual Patient Learning is an online simulation system designed to train and assess clinical and relational abilities in a realistic and interactive problem-based learning scenario, where users (doctors and medical students) can interact and communicate with characters specifically designed to challenge their skills and facilitate the generation of learning objectives. Virtual Patients are designed to improve users' effectiveness in the areas of anamnesis, diagnosis, treatment and follow-up. Our Virtual Patient simulator is presented as an interactive movie based on pre-recorded clips with real actors, in which the learner plays the role of a physician. The dialogue between the simulated patient and the user takes place through selection from a set of questions and answers, or through a natural language processing system. At the end of each visit, the system provides a feedback, given directly through the patient's comments during a call with a friend. This feedback i...