Virtual Patients for Teaching in Medical Education Sren

Virtual Patients for Teaching in Medical Education Sören Huwendiek, Marcel Ecker, Matthias Bauch University Children’s Hospital Heidelberg, Germany Centre for Virtual Patients Medical Faculty Heidelberg Athena. Med Team Heidelberg

Zentrum für Kinder- und Jugendmedizin Heidelberg

Why do we need Virtual Patients ? Lack of real patients for training of students Huwendiek et al. 2006, Irby 1995, Huang et al. 2007

Why do we need Virtual Patients ? Lack of real patients for training of students - Shorter stays of patients in hospital - Critical ill patients in university hospitals - Seasonal diseases Huwendiek et al. 2006, Irby 1995, Huang et al. 2007

Why do we need Virtual Patients ? Lack of real patients for training of students - Shorter stays of patients in hospital - Critical ill patients in university hospitals - Seasonal diseases Lack in practical training of patient management Huwendiek et al. 2006, Irby 1995, Huang et al. 2007

Why do we need Virtual Patients ? Lack of real patients for training of students - Shorter stays of patients in hospital - Critical ill patients in university hospitals - Seasonal diseases Lack in practical training of patient management Lack of practical training in clinical reasoning Huwendiek et al. 2006, Irby 1995, Huang et al. 2007

Why do we need Virtual Patients ? Lack of real patients for training of students - Shorter stays of patients in hospital - Critical ill patients in university hospitals - Seasonal diseases Lack in practical training of patient management Lack of practical training in clinical reasoning Lack of valuable feedback Huwendiek et al. 2006, Irby 1995, Huang et al. 2007

Zentrum für Kinder- und Jugendmedizin Heidelberg Definition of Virtual Patients: “An interactive computer simulation of real-life clinical scenarios for the purpose of medical training, education, or assessment” Ellaway et al. 2006

Zentrum für Kinder- und Jugendmedizin Heidelberg Learning objectives of Virtual Patients:

Zentrum für Kinder- und Jugendmedizin Heidelberg Learning objectives of Virtual Patients: Learning of clinical reasoning with specific VPs:

Zentrum für Kinder- und Jugendmedizin Heidelberg Learning objectives of Virtual Patients: Learning of clinical reasoning with specific VPs: - Clinical decision making in a patient with such a cardinal symptom

Zentrum für Kinder- und Jugendmedizin Heidelberg Learning objectives of Virtual Patients: Learning of clinical reasoning with specific VPs: - Clinical decision making in a patient with such a cardinal symptom - Discriminative features of differential diagnosis

Zentrum für Kinder- und Jugendmedizin Heidelberg Learning objectives of Virtual Patients: Learning of clinical reasoning with specific VPs: - Clinical decision making in a patient with such a cardinal symptom - Discriminative features of differential diagnosis - How to exclude the differential diagnosis

Zentrum für Kinder- und Jugendmedizin Heidelberg Learning objectives of Virtual Patients: Learning of clinical reasoning with specific VPs: - Clinical decision making in a patient with such a cardinal symptom - Discriminative features of differential diagnosis - How to exclude the differential diagnosis - How to confirm the final diagnosis

Zentrum für Kinder- und Jugendmedizin Heidelberg Learning objectives of Virtual Patients: Learning of clinical reasoning with specific VPs: - Clinical decision making in a patient with such a cardinal symptom - Discriminative features of differential diagnosis - How to exclude the differential diagnosis - How to confirm the final diagnosis -> Not to substitute but prepare best for real patient

CAMPUSVirtual. Patients Medical history Physical examination Differential diagnosis Diagnosis therapy loop § Diagnostics (lab. / tech. ) § Diagnosis xn § Therapy plan § Control investigations § Clinical course End of case

Concept CAMPUSVirtual. Patients for teaching: - Authentic course and work-up of cases (simulative system) - Highly interactive - Multimedia-assisted - Flexible - Easy to use authoring system

Content development Expert (e. g. consultant) Supervision Case-engineer (e. g. intern) Case development Learning platform Cases

Content development Expert (e. g. consultant) Supervision Case-engineer (e. g. intern) Case development Learning platform Cases Authoring tool: · History questions-vocabulary for 5 different agegroups · Laboratory tests and technical investigations

Content development Expert (e. g. consultant) Supervision Case-engineer (e. g. intern) Case development Learning platform Cases Authoring tool: Easy integration of: · Flexible multi-level knowledge · Knowledge questions (MCQ, Long Menu etc. ) · Multimedia

Authoring tool Details Window Case Structure Window Media Window

Content development Application Expert (e. g. consultant) Supervision Case-engineer (e. g. intern) Case development Learning platform Communication chat, email Self-study Small group study Textbook knowledge Cases Assessment CME PBL Tutors / Students / Physicians

Time-Line Player component Technical Examination Case Selection Laboratory Examination Physical Examination Medical History Patient Record Tutor

CAMPUS-“Thin-Player“

PBL-Case Extractor Student handout Media Tutor handout Deskription of media

Centre for Virtual Patients Heidelberg Virtual Patient (VP) working group since 1997 VPs are curricular integrated since 1999 CAMPUS VPs are used at several national and international medical faculties. . VPs as assessment tool since 2006 Two VP player types available since 2005 6 awards for the CAMPUS VP-system

Centre for Virtual Patients Heidelberg Part of the EU-project: electronic Virtual Patients since 2007 (www. virtualpatients. eu) Students world health symposium 2007: -> CAMPUS VPs for multiprofesional education Planned in Heidelberg: Longitudinal VPs project: -> VPs in every speciality incl. preclinical as learning and assessment tool

Virtual Patient Studies 1. Design of Virtual Patients 2. Curricular integration of Virtual Patients - Students want to have them in any speciality - Feel best prepared for real patients with VPs - At least one VP per week Huwendiek et al. 2006 a, Huwendiek et al 2006 b

Zentrum für Kinder- und Jugendmedizin Heidelberg