Virtual patients: a critical literature review and proposed next steps.
CONTEXT The opposing forces of increased training expectations and reduced training resources have greatly impacted health professions education. Virtual patients (VPs), which take the form of interactive computer-based clinical scenarios, may help to reconcile this paradox. METHODS We summarise res...
| Publicado en: | Medical Education Vol. 43; no. 4; pp. 303 - 312 |
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| Autores principales: | , |
| Formato: | review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105483298&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105483298 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Apr2009 vid: 43 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105483298 2010229302 10.1111/j.1365-2923.2008.03286.x NLM19335571 105483298 ppf: 303 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Virtual patients: a critical literature review and proposed next steps. aug: au: Cook DA Triola MM affil: Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota, USA sug: subj: Education, Medical Trends Patient Simulation Teaching Methods Evaluation Critical Thinking Education Education, Competency-Based Professional-Patient Relations Education ab: CONTEXT The opposing forces of increased training expectations and reduced training resources have greatly impacted health professions education. Virtual patients (VPs), which take the form of interactive computer-based clinical scenarios, may help to reconcile this paradox. METHODS We summarise research on VPs, highlight the spectrum of potential variation and identify an agenda for future research. We also critically consider the role of VPs in the educational armamentarium. RESULTS We propose that VPs' most unique and cost-effective function is to facilitate and assess the development of clinical reasoning. Clinical reasoning in experts involves a nonanalytical process that matures through deliberate practice with multiple and varied clinical cases. Virtual patients are ideally suited to this task. Virtual patients can also be used in learner assessment, but scoring rubrics should emphasise non-analytical clinical reasoning rather than completeness of information or algorithmic approaches. Potential variations in VP design are practically limitless, yet few studies have rigorously explored design issues. More research is needed to inform instructional design and curricular integration. CONCLUSIONS Virtual patients should be designed and used to promote clinical reasoning skills. More research is needed to inform how to effectively use VPs. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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