the impact of repurposing to different educational levels in the attitudes of medical students...
DESCRIPTION
Methods The original case was obtained from the eVIP project repository, translated and addapted The simplified version of the case was created The students were randomly allocated to receive the original or the simplified version of the case All the students were asked to complete an electronic questionnaire about VIPTRANSCRIPT
The impact of repurposing to different educational levels in the attitudes of medical students towards virtual patients
Zofia Mazurek, Jagiellonian University, Faculty of Medicine
Andrzej A. KononowiczJagiellonian University, Faculty of Medicine, Department of Bioinformatics and Telemedicine
The aim of the study to present the workflow for repurposing a
case to different educational levels
to evaluate attitudes of medical students towards 2 versions of the same VP case destined for different target groups
Methods
The original case was obtained from the eVIP project repository, translated and addapted
The simplified version of the case was created
The students were randomly allocated to receive the original or the simplified version of the case
All the students were asked to complete an electronic questionnaire about VIP
Repurposing The original case:
developed at the Ludwig Maximilian University in Munich System: Linear structure
ID evip:vp:1000201
Title Der Kuss
Description A 3 yr old girl with diarrhoea and pulmonary infections
Authors A. Kraxner, T. Müller, S.
Classification ICD10: E84 (Cystic fibrosis)
Context Undergraduate
Enrichment with hints, explanations and images
Repurposing to different educational level
Simplification
Removal of advanced, „too difficult” & less significant
content
Comparison of the curricula (3rd & 5th year)
≈ 30 hours
Revising by subject matter expert
Original German case
Case suitable for 5th year MS
Case suitable for 3th year MS
Cards 22 27 29
Words 3212 5473 6285
Characters (without spaces)
21311 35390 40841
Images 9 30 30
Questions 8 11 16
Randomization
Data base
145: „advanced” ViP 150: „simplified” ViP
Activity: 18 Activity: 22
12,4 % 14,7 %
Number of students
Time (min) Correct answers Completeness Time/card (min)
VP for 5th year MS
18 19,9 * 44,8 % * 55,1 % * 0,74 *
Simplified VP: for 3th year MS
22 41 73,4 % 85,6 % 1,42
* Mann–Whitney U test: p<0,05
eViP student questionnaireassessing their experience with virtualpatients for learning & clinical reasoning Source:
de Leng B., Donkers J., Brasch. C., Huwendiek S., Kononowicz A., „Evaluation instruments to support educators in making deliberate choices when they use virtual patients to teach clinical reasoning", Bio-Algorithms and Med-Systems, 5(9),2009 pp. 45
6,8 % of answers: Only 19 questionnaires completed
The response rate comparable with different studies: 8,8 % of acceptance Hege I., Ropp V., Adler M., Radon K., Maesch G., Lyon H, Fischer
M. R.” Experiences with different integration strategies of case-based e-learning”, Medical teacher 29, 2007 pp. 791-797
Student’s opinion
1 2 3 4 5
Helpfull feedback
Feeling like a doctor
Engaged in creating a summary
Appropriate level
Worthwile learning experience
Simplified
5th year level
Due to small number of answers statistical analysis showed no significant differences
„Remarks and commentaries made the [simplified] case workable at almost every level of medical education”
Strongly disagree
Strongly agree
Conclusions Voluntary course - unsatisfactory reponse rate
The more difficult the content the smaller the interest
Better acceptance of curriculum-matching VP:The importance of educational repurposing