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…a type of Virtual Patient

The Trial: The replacement of ‘paper’ cases by interactive online Virtual Patients (VP) in Problem-Based Learning (PBL) Terry Poulton, Trupti Bakrania, Sheetal Kavia, Jonathan Round, Emily Conradi & Sean Hilton The e-Learning Unit. Problem-Based Learning. …a type of Virtual Patient.

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…a type of Virtual Patient

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  1. The Trial:The replacement of ‘paper’ cases by interactive online Virtual Patients (VP) inProblem-Based Learning (PBL)Terry Poulton, Trupti Bakrania, Sheetal Kavia, Jonathan Round, Emily Conradi & Sean HiltonThe e-Learning Unit

  2. Problem-Based Learning …a type of Virtual Patient

  3. What we wanted from A Virtual Patient… Scenario.. Ability to take decisions Explore the consequences of those decisions … Immediate feedback to the student…

  4. Linear PBL

  5. Branched PBL

  6. Problem-based Learning

  7. VP/PBL TRIAL Year 1 students mini-trial (1 case) Year 2 students whole module trial

  8. 1st yr Students (first term): Paper 22% Online with decisions (branched) 74% Online without decisions (linear) 4% Which method of PBL would you prefer to undertake in the future: 2nd yr Students (last term): • Paper 42% • Online with decisions 56% • Online without decisions 2% 2nd yr Tutors (last term): • Paper 25% • Online with decisions 63% • Online without decisions 12%

  9. Students I learnt more from having choices to make 4.0 I found the online decision cases more engaging 3.9 I found the non-linear cases frustrating 1.8 1 = strongly disagree, 5 = strongly agree • Tutors • Students found the decision cases more interesting 4.2 • It is easier to tutor paper-based cases3.0 • Online PBL makes it harder to meet the LOBs 2.5 • Students spent more discussion time on the option steps 4.3 • “Students slowed down to discuss options , • instead of rushing through the early parts of the case “

  10. Comments about ‘Decision-Making’ • Non-linear cases were definitely more stimulating. • More than once we deliberately went down the 'wrong' track to see what happened. Very useful to do this on a paper patient … • The biggest benefit I believe is the decision making. • Its not the decisions, it’s the consequences! • Comments About ‘Paper’ • I was dreading this as I am used to scribbling all over the notes as we talk…Actually I found this OK. • Not having a paper copy of the tutorial makes everyone in the group look at the screen rather than at each other.. • I think probably as a year we are just used to the paper version!

  11. Summary The use of VPs in PBL was supported by students and tutors who believed the options created a more engaging session, and that students learned more They disliked the absence of a paper handout. They saw no value ‘in simply putting cases online!’ (the linear cases) A re-run of the trial would relate linear/branching to exam performance

  12. Outcome- A new programme To change the existing PBL curriculum, to create a more interactive, personalised model of course delivery with virtual patients at its core, To be delivered in the Transitional year between campus-based learning and clinical attachments, as Clinical PBL

  13. Why G(eneration) 4? G1 – Subject- or discipline-based G2 - System-based G3 - Case based, but linear G4 – Interactive with options, consequences

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