Repurposing Existing Virtual Patients; an Anglo-German Case Study By Chara Balasubramaniam, Jonathan Round, Sophie Vaughan, Terry Poulton, Trupti Bakrania, Benjamin Hanebeck and Soeren Huwendiek E-Learning Unit, Centre for Medical and Healthcare Education and the Center for Virtual Patients in Heidelberg

REViP R epurposing E xisting Vi rtual P atients Small One Year case study (Mar 2008 to Feb 2009) Supported by the JISC RePRODUCE Programme To develop, run and quality assure technology enhanced courses using reused and repurposed learning materials sourced externally to the institution

R epurposing E xisting Vi rtual P atients

Small One Year case study (Mar 2008 to Feb 2009)

Supported by the JISC RePRODUCE Programme

To develop, run and quality assure technology enhanced courses using reused and repurposed learning materials sourced externally to the institution

REViP Aims Repurpose 8 Paediatric virtual patients (VPs) from Germany to UK. Embed repurposed VPs within a refreshed SGUL module. Evaluate impact of the resources. Share repurposed VPs with wider community.

Repurpose 8 Paediatric virtual patients (VPs) from Germany to UK.

Embed repurposed VPs within a refreshed SGUL module.

Evaluate impact of the resources.

Share repurposed VPs with wider community.

What is a Virtual Patient? “ an interactive computer simulation of real-life clinical scenarios for the purpose of medical training, education, or assessment” Ref: An architectural model for MedBiquitous virtual patients by R Ellaway, C Candler, P Greene, V Smothers (2006)

“ an interactive computer simulation of real-life clinical scenarios for the purpose of medical training, education, or assessment”

Ref: An architectural model for MedBiquitous virtual patients by R Ellaway, C Candler, P Greene, V Smothers (2006)

I just killed the patient!

Repurposing Workflow Translate linear system German VP to English 1 Test branched system English VP 7 Clear any IPR issues 6 Identify content to enrich VP 5 Storyboard and create additional pathways for branching scenario 4 Adapt VP text for English culture 3 Export VP text to MS Word/HTML 2

End User Perspectives Project Team Students

End User Perspectives

Project Team

Students

Project Team Lessons Learned Repurposing existing content from one culture to another is efficient Repurposing from one VP structure to another is less efficient Repurposing VPs must have an educational purpose and fit

Repurposing existing content from one culture to another is efficient

Repurposing from one VP structure to another is less efficient

Repurposing VPs must have an educational purpose and fit

Project Team Views The key challenges were : Mapping proposed resources to the curriculum Sourcing and recording patient/actor consent Choosing an appropriate licensing model Capturing and responding to staff and student feedback Attracting external reviewers willing to evaluate resources Planning appropriate exit and sustainability models Documenting the lessons learned and disseminating

The key challenges were :

Mapping proposed resources to the curriculum

Sourcing and recording patient/actor consent

Choosing an appropriate licensing model

Capturing and responding to staff and student feedback

Attracting external reviewers willing to evaluate resources

Planning appropriate exit and sustainability models

Documenting the lessons learned and disseminating

Student Views Overall feedback from students was in favour of VPs. Focus group (n=3) – Quick and easy-to-use in a safe environment, and available anytime, anyplace Survey 1 (n=12) – 90% of students reported that resources were a worthwhile learning experience Survey 2 (n=25) – 88% of students reported that VPs were an effective way to learn knowledge about disease Survey 2 (n=25) – 75% of students reported that VPs were an effective way to learn clinical reasoning skills “ ...makes learning a bit more interesting, rather than just learning from a textbook. It’s always more helpful going in and seeing cases, and this is a way to do that when there isn’t a patient, or when you just want to sit in bed with your laptop”

Overall feedback from students was in favour of VPs.

Focus group (n=3) – Quick and easy-to-use in a safe environment, and available anytime, anyplace

Survey 1 (n=12) – 90% of students reported that resources were a worthwhile learning experience

Survey 2 (n=25) – 88% of students reported that VPs were an effective way to learn knowledge about disease

Survey 2 (n=25) – 75% of students reported that VPs were an effective way to learn clinical reasoning skills

Conclusions If it’s in a book – most students prefer to use the book If you can’t get it from a book – students will really value it You can’t ‘take decisions, and explore consequences’ – in a book

If it’s in a book –

most students prefer to use the book

If you can’t get it from a book –

students will really value it

You can’t ‘take decisions, and explore consequences’ – in a book

www.elu.sgul.ac.uk/revip (including final report) Thank You [email_address]

www.elu.sgul.ac.uk/revip (including final report)

Thank You

[email_address]