Article
Curricular integration principles for virtual patients: a focus group study among students
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Published: | May 5, 2009 |
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Outline
Abstract
Purpose: To examine students’ views on the ideal curricular integration of virtual patients (VPs) to foster learning.
Methods: 120 fourth year medical students worked on at least eight VPs in six different blended learning scenarios. The integration scenarios differed concerning sequence, tutor guidance, small group work, and patient involvement. Nine groups of 4-9 randomly selected students (n=39) participated in focus-group discussions facilitated by a moderator using a questioning route. The interviews were videotaped, transcribed and analysed. Summary reports were approved by the students.
Results: VPs should be integrated in curricula according to the following 11 principles:
- 1.
- It should be possible to work on VPs flexibly;
- 2.
- VP work and corresponding teaching events should be soundly adapted to each other (blended learning);
- 3.
- The connection of VP work and corresponding teaching events should be explicitly stressed;
- 4.
- Lectures or seminars should take place before working with VPs;
- 5.
- Ideally, VP work should be followed by meeting a real patient;
- 6.
- Small group wrap-up-sessions after working with VPs should be offered, especially in complex cases;
- 7.
- Wrap-up sessions concerning two VPs with the same leading symptom but different diagnoses should be considered;
- 8.
- Tutors of wrap-up sessions should be well informed about the VPs and well trained in facilitating small groups;
- 9.
- Optimal single scenario: (i) Lecture, (ii) VP, (iii) wrap-up-session, (iv) real patient;
- 10.
- VPs should be relevant for the exam;
- 11.
- VPs should be offered throughout the medical curriculum in all preclinical and clinical subjects.
Conclusion: Students perceived the described curricular integration principles of VPs as highly relevant for their learning. Future studies will address the effects of these principles in quantitative controlled designs.