Universität zu Köln

Kleinert, Robert, Heiermann, Nadine, Plum, Patrick Sven, Wahba, Roger, Chang, De-Hua ORCID: 0000-0001-8787-6782, Maus, Martin, Chon, Seung-Hun ORCID: 0000-0002-8923-6428, Hoelscher, Arnulf H. and Stippel, Dirk Ludger (2015). Web-Based Immersive Virtual Patient Simulators: Positive Effect on Clinical Reasoning in Medical Education. J. Med. Internet Res., 17 (11). TORONTO: JMIR PUBLICATIONS, INC. ISSN 1438-8871

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Abstract

Background: Clinical reasoning is based on the declarative and procedural knowledge of workflows in clinical medicine. Educational approaches such as problem-based learning or mannequin simulators support learning of procedural knowledge. Immersive patient simulators (IPSs) go one step further as they allow an illusionary immersion into a synthetic world. Students can freely navigate an avatar through a three-dimensional environment, interact with the virtual surroundings, and treat virtual patients. By playful learning with IPS, medical workflows can be repetitively trained and internalized. As there are only a few university-driven IPS with a profound amount of medical knowledge available, we developed a university-based IPS framework. Our simulator is free to use and combines a high degree of immersion with in-depth medical content. By adding disease-specific content modules, the simulator framework can be expanded depending on the curricular demands. However, these new educational tools compete with the traditional teaching Objective: It was our aim to develop an educational content module that teaches clinical and therapeutic workflows in surgical oncology. Furthermore, we wanted to examine how the use of this module affects student performance. Methods: The new module was based on the declarative and procedural learning targets of the official German medical examination regulations. The module was added to our custom-made IPS named ALICE (Artificial Learning Interface for Clinical Education). ALICE was evaluated on 62 third-year students. Results: Students showed a high degree of motivation when using the simulator as most of them had fun using it. ALICE showed positive impact on clinical reasoning as there was a significant improvement in determining the correct therapy after using the simulator. ALICE positively impacted the rise in declarative knowledge as there was improvement in answering multiple-choice questions before and after simulator use. Conclusions: ALICE has a positive effect on knowledge gain and raises students' motivation. It is a suitable tool for supporting clinical education in the blended learning context.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Kleinert, Robert UNSPECIFIED UNSPECIFIED UNSPECIFIED Heiermann, Nadine UNSPECIFIED UNSPECIFIED UNSPECIFIED Plum, Patrick Sven UNSPECIFIED UNSPECIFIED UNSPECIFIED Wahba, Roger UNSPECIFIED UNSPECIFIED UNSPECIFIED Chang, De-Hua UNSPECIFIED orcid.org/0000-0001-8787-6782 UNSPECIFIED Maus, Martin UNSPECIFIED UNSPECIFIED UNSPECIFIED Chon, Seung-Hun UNSPECIFIED orcid.org/0000-0002-8923-6428 UNSPECIFIED Hoelscher, Arnulf H. UNSPECIFIED UNSPECIFIED UNSPECIFIED Stippel, Dirk Ludger UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-387743
DOI:	10.2196/jmir.5035
Journal or Publication Title:	J. Med. Internet Res.
Volume:	17
Number:	11
Date:	2015
Publisher:	JMIR PUBLICATIONS, INC
Place of Publication:	TORONTO
ISSN:	1438-8871
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PERFORMANCE; STUDENTS; SKILLS; PROGRAM; IMPACT; LAB Multiple languages Health Care Sciences & Services; Medical Informatics Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/38774