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The virtual patient as a learning tool: A mixed quantitative qualitative study

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dc.creatorIsaza Restrepo, Andrés
dc.creatorGómez, María Teresaspa
dc.creatorCifuentes, Garyspa
dc.creatorArgüello, Arturospa
dc.date.accessioned2020-05-26T00:03:13Z
dc.date.available2020-05-26T00:03:13Z
dc.date.created2018spa
dc.description.abstractBackground: The use of simulation in medical education has been widely accepted. There are different types of medical simulators that vary in both accuracy to emulate the real world (fidelity) and cost of development or acquisition. There is significant evidence that supports the use of high-fidelity simulators (i.e. mannequins or dummies) to prepare students for clinical environments, less attention has been given to low-fidelity simulators. This article aims to present evidence regarding the effectiveness of a low-fidelity simulator: Virtual Patient (VP), which develops several interactive computer-based clinical scenarios, seeking to promote an alternative learning environment and the development of necessary medical skills such as clinical reasoning in students of medicine. Methods: A quasi-experimental study was designed to investigate the results on the development of history taking and clinical reasoning skills in a group of undergraduate medical students, in a course devised under the concepts of constructivism in education, which used the Virtual Patient as the fundamental teaching tool. Results were measured through a mixed, quantitative and qualitative study, triangulating the results of the students' skills evaluation when facing a clinical case represented by an actor patient before and after the course. Additionally, the description of the students' and tool's performance was measured by way of a qualitative study. Results: The comparison of the students' skills on the evaluation matrix before-and-after the course evidenced a statistically significant advance (p less than 0.01) in all aspects (interview, physical exam, clinical judgment, relevance of medical exams, and presentation of case). Students described the VP as an easy-to-use and motivating tool for learning without stress, especially at the beginning of their career. VP allowed them to create logical and structured processes, to be wrong without consequences, and to review and reassess information available. From the professor perspective, it allowed a better follow-up of the students' learning process and favored reflections on the teaching-learning process. Conclusions: VP proved to be a valuable and useful tool for the development of clinical reasoning and history taking skills in medical students, as part of a constructivist learning course. © 2018 The Author(s).eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.1186/s12909-018-1395-8
dc.identifier.issn14726920
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/23571
dc.language.isoengspa
dc.publisherBioMed Central Ltd.spa
dc.relation.citationIssueNo. 1
dc.relation.citationTitleBMC Medical Education
dc.relation.citationVolumeVol. 18
dc.relation.ispartofBMC Medical Education, ISSN:14726920, Vol.18, No.1 (2018)spa
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85058056871&doi=10.1186%2fs12909-018-1395-8&partnerID=40&md5=52a644f9305f39642aa2480ec7c1234fspa
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)spa
dc.source.instnameinstname:Universidad del Rosariospa
dc.source.reponamereponame:Repositorio Institucional EdocURspa
dc.subject.keywordAttitude to healthspa
dc.subject.keywordmedicaleng
dc.subject.keywordpracticeeng
dc.subject.keywordEducationspa
dc.subject.keywordEvaluation studyspa
dc.subject.keywordHumanspa
dc.subject.keywordLearningspa
dc.subject.keywordManikinspa
dc.subject.keywordMedical educationspa
dc.subject.keywordMedical studentspa
dc.subject.keywordPatient simulationspa
dc.subject.keywordPhysical examinationspa
dc.subject.keywordProblem based learningspa
dc.subject.keywordProceduresspa
dc.subject.keywordQualitative researchspa
dc.subject.keywordStandardsspa
dc.subject.keywordTeachingspa
dc.subject.keywordClinical competencespa
dc.subject.keywordComputer-assisted instructionspa
dc.subject.keywordEducationeng
dc.subject.keywordEducational measurementspa
dc.subject.keywordEvaluation studies as topicspa
dc.subject.keywordHealth knowledgeeng
dc.subject.keywordHumansspa
dc.subject.keywordLearningspa
dc.subject.keywordManikinsspa
dc.subject.keywordPatient simulationspa
dc.subject.keywordPhysical examinationspa
dc.subject.keywordProblem-based learningspa
dc.subject.keywordQualitative researchspa
dc.subject.keywordStudentseng
dc.subject.keywordUser-computer interfacespa
dc.subject.keywordClinical reasoningspa
dc.subject.keywordLearningspa
dc.subject.keywordMedical educationspa
dc.subject.keywordProblem-based learningspa
dc.subject.keywordSimulationspa
dc.subject.keywordTeachingspa
dc.subject.keywordVirtual patientsspa
dc.titleThe virtual patient as a learning tool: A mixed quantitative qualitative studyspa
dc.typearticleeng
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion
dc.type.spaArtículospa
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