gms | German Medical Science

14. Workshop der gmds-Arbeitsgruppe "Computerunterstützte Lehr- und Lernsysteme in der Medizin (CBT)" und des GMA-Ausschusses "Neue Medien"

Institut für Didaktik & Bildungsforschung im Gesundheitswesen (IDBG),
Private Universität Witten/Herdecke

16.04. - 17.04.2010, Witten

Virtual Patients in medical education: what can be their pedagogical contribution?

Meeting Abstract

Suche in Medline nach

  • corresponding author Bas De Leng - Department of Educational Development and Research, Maastricht University, The Netherlands

Deutsche Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie. Gesellschaft für Medizinische Ausbildung. 14. Workshop der gmds-Arbeitsgruppe "Computerunterstützte Lehr- und Lernsysteme in der Medizin (CBT)" und des GMA-Ausschusses "Neue Medien". Witten, 16.-17.04.2010. Düsseldorf: German Medical Science GMS Publishing House; 2010. Doc10cbt41

DOI: 10.3205/10cbt41, URN: urn:nbn:de:0183-10cbt412

Veröffentlicht: 13. April 2010

© 2010 De Leng.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

Although many good reasons are put forward to support the usefulness of virtual patients in medical education, currently their actual use and impact are modest at all levels of medical education, from undergraduate and postgraduate education to continuous professional development [2], [5]. However, this situation is set to change rapidly with lower costs of the technology to develop and apply VPs, the availability of technology standards to guarantee their interoperability, collaborative development and sharing of VP collections by consortia, acceptance of VPs as equivalent to real-life clinical experiences by accreditation agencies for medical schools and acceptance of the use of VPs for high stakes assessments.

Despite the obvious value of VPs, the increasing feasibility of broad application of VPs and the acceptance of VPs as an important educational tool by authoritative bodies, there is a paucity of information on how to design VPs for different educational scenarios and how to integrate them in medical education [1], [3]. Because the ultimate goal of medical education is to deliver highly competent professionals who will provide optimal health care we also need to prove that VP educational interventions has positive effects on physicians’ competencies as measured in the classroom, educational laboratory, and health care settings [4].

In this presentation the emphasis will be on the use of VPs in learning in different educational scenarios and the implications for design and integration of VPs in the curriculum.


References

1.
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2.
Huang G, Reynolds R, Candler C. Virtual patient simulation at US and Canadian medical schools. Acad Med. 2007;82(5):446-51. DOI: 10.1097/ACM.0b013e31803e8a0a Externer Link
3.
Huwendiek S, Reichert F, Bosse HM, de Leng BA, van der Vleuten CP, Haag M, Hoffmann GF, Tönshoff B. Design principles for virtual patients: a focus group study among students. Med Educ. 2009;43(6):580-8. DOI: 10.1111/j.1365-2923.2009.03369.x Externer Link
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McGaghie WC. Medical education research as translational science. Sci Transl Med. 2010;2:19cm8. DOI: 10.1126/scitranslmed.3000679 Externer Link
5.
Tworek J, Coderre S, Wright B, McLaughlin K. Virtual patients: ED-2 band-aid or valuable asset in the learning portfolio? Acad Med. 2010;85(1):155-8. DOI: 10.1097/ACM.0b013e3181c4f8bf Externer Link