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Virtual Patients Synthesized Features (Case Mix & Organization…
Virtual Patients Synthesized Features
Interactivity
Case Progression / Path Type
Branching or Linear
Role of chance
Clinical Information
Requesting
History
use own questions
predefined menu of questions
Examinations & Investigations
by clicking on representative images
by selecting from a menu
Provided
Method (fidelity)
VP responds in written text
VP responds in spoken word
human speech
computerised
Image of VP
Still image
Video
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Substance
Real patients provide extraneous info/red herrings
how much is spontaneously provided by the VP in response to a question
Interpretation
Is clinical info in its raw form? Or interpreted?
E.g. audio of a heart murmur
Case Mix & Organization
Case assignment / selection
are the same cases completed by all students?
or are supplement cases provided to cover that which has not been covered in a period e.g. a clinical rotation?
if so, how are these determined?
Spectrum of patients and disease
common illnesses
or rare conditions
or a combination
classic clinical findings
or atypical
reflecting a spectrum of age, cultural background and ethnicity
Number of cases
how many are available?
how many are learners expected to complete?
Difficulty
does the difficulty of cases vary within the set?
& is this random or systematic?
Organization
by symptom
by diagnosis
by organ system
by other?
Feedback
Substance
does instruction occur as feedback on choices?
or 'consultation' with a 'virtual expert'
or coaching
or access to other learning resources
Timing
does the VP provide the learner with feedback along the way (patients wouldn't)?
or wait until the end?
can learners request hints?
Instructional Enhancements
Explicit differential
does the VP require listing/prioritising differential diagnoses
Justification
is the learner required to justify key actions e.g. examinations or lab tests by linking to possible diagnoses
Explicit comparison
the VP might require learners to explicitly contrast different cases
Worked examples
for one or more cases - an expert approach to a similar case is illustrated to similar (prospective vs retrospective - after case complete)
Learner collaboration ( / User Modality)
do learners complete cases alone or as a group?
if multiple users in activity, what roles do they take?
Curricular Integration
is the VP a central part of the curriculum?
a required addition?
an optional extra?
Assessment
does assessment focus on:
formative feedback?
summative judgement?
or both?
how was scoring rubric devised and tested?
Case development and maintenance
Source of case info
does the VP use real clinical data?
if so, what is the source?
e.g. electronic medical record
how is patient privacy and confidentiality maintained?
Authoring
Who developed the case: individual/group ; level of content expertise ; and educational training
Peer review
reviewed by local or national peers?
Maintenance
is the case periodically reviewed for currency & accuracy of clinical and treatment information, and to respond to learner feedback?
Educational Features
Target learner level
2nd year undergraduate
F1/F2
Educational modes
teaching
learning
assessment (see branch)
formative
summative
Coverage/Topic --> see case mix
Objectives and outcomes
External / General Features
TECHNICAL
Originating System
which tool / system was used to create the activity?
Format
which technical format is at the user end - typically text / HTML for web and application/EXE for disc-based media?
Integration and dependence
what other tools, systems or other contextual factors does the activity depend upon to run properly?
General
Title (Name given to the VP activity)
Description (free text)
Language e.g. EN-GB
Identifier (unique ID or address)
Provenance
Author and other contributor information
Typical Study time (time in minutes for typical learner to complete activity)