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Virtual Patients: Enhancing Assessment Tools in Medical Education

Learn about using Virtual Patients (VPs) for assessment in medical education to improve clinical reasoning skills, patient management, and knowledge application. Explore different VP models, trialling methods, feedback, and student feedback on the effectiveness of VPs. Future directions for enhancing VP assessments are discussed.

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Virtual Patients: Enhancing Assessment Tools in Medical Education

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  1. Virtual Patients as a Tool for Assessment Presented to Medbiquitous Conference 2008 Presented by Emily Conradi, e-Projects Manager Jonathan Round, Senior Lecturer and Consultant Paediatrician

  2. Why use VPs for assessment? • Clinical reasoning skills; • Patient management; • Applicability of knowledge; • Consistent feedback; • Online.

  3. The perfect method of assessment? • Validity • Feasibility • Reliability

  4. Models of VPs for assessment • Branching VPs: Scenario Adapts to reflect choices • Three models of AVPs: • Model 1: Ranking

  5. Models of VPs for assessment • Branching VPs: Scenario Adapts to reflect choices • Three models of AVPs: • Model 1: Ranking • Model 2: Ranking with increasing difficulty

  6. Models of VPs for assessment • Branching VPs: Scenario Adapts to reflect choices • Three models of AVPs: • Model 1: Ranking • Model 2: Ranking with increasing difficulty • Model 3: Scenario adapts

  7. Trialling VPs for Assessment • Third year Graduate Medicine • Six cohorts of 12 (n=73) • Formative assessment • Four Paediatric cases • Five decision points per case • Between 4 and 8 choices • Blind scoring

  8. Feedback

  9. Feedback • 97% felt they had time to complete the assessment • 96% felt the VP was user-friendly • 86% reported no problems using the technology • Frustration with lack of ‘back’ button

  10. General Comments • much more interesting to have a scenario than standard MCQs • absolutely lovely, great fun and much more interactive then dry paper questions • great way to be assessed and to self-assess • it's great practise and good way to test learning • don't like that you can't go back and look at previous information • requires both general and specific knowledge • i hope more exams will be carried out like this in the future • the more practical experience I have, the better I will perform!

  11. AVP Performance against exam scores

  12. Case Comparison

  13. Conclusions • Validity • Feasibility • Reliability

  14. Future Work • More comprehensive trial; more iterations; • More, shorter VP cases; • Different VP cases; • Different assessment models.

  15. Thank you Dr Jonathan Round jround@sgul.ac.uk Emily Conradi econradi@sgul.ac.uk

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