Using Virtual Patients in PBL

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Faculty of Health, Medicine and Life Sciences

School of Health Professions Education

Prof. dr. Albert Scherpbier

Using Virtual Patients in PBL

Bas de Leng

Maastricht University, The NetherlandsSummer course Monday June 22, 2009


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What is a virtual patient?

A virtual patient is a computerized problem solving case,allowing users to virtually explore and intervene in the case.

Two components:

1. Patient case: patient data, where valuable in amultimedia format

2. Educational case: select content, interactivity, promptsand feedback for a specific educational goal (clinicalreasoning, basic science knowledge)


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An example of a VP
http://mediview.unimaas.nl/e-vip/asx/13yrs-norm-ausc-hrt.asx


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Example 1: use in specialist training

All residents simultaneouslyworked out the same virtualpatient.

Three times during the work-out a time out was

scheduled in which theresidents discussed theirdiagnostic reasoning.

The logged actions of theresidents and their noteswere point of departure.


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Feedback tool Feedback tool compiled and fed back the logged actions of

the individual residents.


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Small group discussion

Audience response system: response to anonymouspolling as a trigger for the discussion.


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How to use VPs in preclinical years?

VP used as a vehicle to present factual knowledge. Embedding interactive images:

Adaptable scaffolding. Drag & drop quizzes.

ADAPTABLE SCAFFOLDING

Full scaffolding (legend, hotspots, labels) Minimal scaffolding (hotspots only)


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Microscopy practical.

Virtual slides.

Other active learning with ICT


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Collaborative learning: shared white board

computer mediatedcommunication

Microscopy practical.

Virtual slides.

Other active learning with ICT


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Are you using VPs?

Costly and time consuming to develop. Content and teaching method are not peer reviewed. Developed for specific context on isolated topics, no

comprehensive coverage of curriculum.

No structural funding for maintenance and update of VPcollection.

Teacher and student concerns: replacement of teachersand real patients, added to overloaded programme.

No support for teachers in dealing with technical,pedagogical or strategic problems related to VPs.

No empirical data on design and integration of VPs.

Often stated barriers for VP use:


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How to cope with these barriers?

Collaborative and distributed development of VPs. Sharing VP collections: complementing, exchanging and re-

using materials.


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Questions?

Suggestions for further reading Homepage e-ViP project: www.virtualpatients.eu Cook, D., & Triola, M. (2009). Virtual patients: a critical literature review and proposed

next steps. Medical Education, 43(4), 303-311. Ellaway, R., Poulton, T., Fors, U., McGee, J. B., & Albright, S. (2008). Building a virtual

patient commons. Medical Teacher, 30(2), 170-174. Huang, G. M. D., Reynolds, R. M. P. A., & Candler, C. M. D. (2007). Virtual Patient

Simulation at U.S.and Canadian Medical Schools. Academic Medicine, 82(5), 446-451. Huwendiek, S., Reichert, F., Bosse, H., de Leng, B., van der Vleuten, C., Haag, M., et al.

(2009). Design principles for virtual patients: a focus group study among students.Medical Education, 43(6), 580-588.

Using Virtual Patients in PBL

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