Evidence of virtual patients as a facilitative learning tool on an anesthesia course
Publication in refereed journal


香港中文大学研究人员 ( 现职)


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Web of Sciencehttp://aims.cuhk.edu.hk/converis/portal/Publication/1WOS source URL
Scopushttp://aims.cuhk.edu.hk/converis/portal/Publication/0Scopus source URL

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摘要Virtual patients are computerised representations of realistic clinical cases. They were developed to teach clinical reasoning skills through delivery of multiple standardized patient cases. The anesthesia course at The Chinese University of Hong Kong developed two novel types of virtual patients, formative assessment cases studies and storyline, to teach its final year medical students on a 2 week rotational course. Acute pain management cases were used to test if these two types of virtual patient could enhance student learning. A 2 × 2 cross over study was performed in academic year 2http://aims.cuhk.edu.hk/converis/portal/Publication/0http://aims.cuhk.edu.hk/converis/portal/Publication/1http://aims.cuhk.edu.hk/converis/portal/Publication/0–2http://aims.cuhk.edu.hk/converis/portal/Publication/0http://aims.cuhk.edu.hk/converis/portal/Publication/1http://aims.cuhk.edu.hk/converis/portal/Publication/1 on http://aims.cuhk.edu.hk/converis/portal/Publication/13http://aims.cuhk.edu.hk/converis/portal/Publication/0 students divided into four groups of 32–34. Performance was evaluated by acute pain management items set within three examinations; an end of module 6http://aims.cuhk.edu.hk/converis/portal/Publication/0-item multiple choice paper, a short answer modified essay paper and the end of year final surgery modified essay paper. The pain management case studies were found to enhanced student performance in all three examinations, whilst the storyline virtual patient had no demonstrable effect. Student-teaching evaluation questionnaires showed that the case studies were favored more than the storyline virtual patient. Login times showed that students on average logged onto the case studies for 6 h, whereas only half the students logged on and used the storyline virtual patient. Formative assessment case studies were well liked by the students and reinforced learning of clinical algorithms through repetition and feedback, whereas the educational role of the more narrative and less interactive storyline virtual patient was less clear.

着者Leung J.Y.C., Critchley L.A.H., Yung A.L.K., Kumta S.M.
期刊名称Advances in Health Sciences Education
出版年份2http://aims.cuhk.edu.hk/converis/portal/Publication/0http://aims.cuhk.edu.hk/converis/portal/Publication/14
月份http://aims.cuhk.edu.hk/converis/portal/Publication/1http://aims.cuhk.edu.hk/converis/portal/Publication/1
日期2http://aims.cuhk.edu.hk/converis/portal/Publication/1
卷号2http://aims.cuhk.edu.hk/converis/portal/Publication/0
期次4
出版社Kluwer Academic Publishers
出版地Netherlands
页次885 - 9http://aims.cuhk.edu.hk/converis/portal/Publication/0http://aims.cuhk.edu.hk/converis/portal/Publication/1
国际标準期刊号http://aims.cuhk.edu.hk/converis/portal/Publication/1382-4996
电子国际标準期刊号http://aims.cuhk.edu.hk/converis/portal/Publication/1573-http://aims.cuhk.edu.hk/converis/portal/Publication/1677
语言英式英语

关键词Anesthesia, E-learning, Medical education, Pain management, Simulation, Virtual patient