Scenarios for the implementation of VPs into the medical curriculum

Scenarios for the implementation of VPs into the medical curriculum by the example of JUMC's participation in the eViP-Programme A . J. Stachoń, A . A. Kononowicz, I . Roterman-Konieczna Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, Kraków, Poland I. Hege, M . Holzer, M . R. Fischer Medical Education Unit, Medizinische Klinik-Innenstadt, Ludwig-Maximilians-University, München, Germany M . Adler Instruct AG, München, Germany

The eViP Project http://www.virtualpatients.eu

3-years project co-funded by the European Union

Aims

■ Creating large international repository of virtual patients

■ Sharing/exchanging of virtual patients

■ Repurposing of virtual patients (adaptation of VPs to national

health care standards and conditions )

■ Implementation of virtual patients into the local medical cu r ricul a

Project Partners

■ St George’s, University of London

■ Karolinska Institutet

■ Ludwig-Maximilians University Munich

■ University of Warwick

■ Maastricht University

■ University of Heidelberg

■ University " Iuliu Hatieganu " Cluj-Napoca

■ Jagiellonian University Medical College

First year of eViP

Goal: close collaboration between pairs of project partners

Jagiellonian University Medical College, Kraków, Poland Ludwig-Maximilians-University Munich, Germany

LMU & UJ repurposing workflow content translation adaptation media ready further repurposing Virtual Patient (VP) content is obtained from Munich (including text, figures, images, videos) Translation of the text from German or English into Polish Content matter experts repurpose the case to national standards and conditions Adaptation of multimedia materials (e.g. movie subtitles, local ized images & forms) VP waiting to be introduced into medical curriculum

e.g.

interdisciplinary repurposing: medicine -> nursery

structure repurposing linear -> branched

Examples of media adaptation activities Adding subtitles Localization (medical documentation)

UJ VP Inventory after first year of eViP

READY

 11 cases repurposed

from CASUS ®

 2 cases repurposed

from Polish paper cases

Traumatology Shank injury 17, M Rolf / Banachowski 13 Neurology Subarachnoid haemorrhage 71, F Goetz / Bo ż ko 12 Allergology Hereditary Angioedema 20, F Kowalska 11 Infectious diseases Infectious mononucleosis 19, F Schulte / Schulte 10 Surgery Appendicitis 25, F Stolarska 9 Gastroenterology Gastric ulcer 77, M Meissner / Myszkowski 8 Gastroenterology Helicobacter pylori 62, F Mayer / Majewska 7 Endocrinology Sjögren’s Syndrom 57, F Gross / Grochocka 6 Endocrinology Hodgkin’s Disease 35, F Seidel / Szymura 5 Cardiology Acute Muocarditis 35, M Maller/ Malarz 4 Cardiology Renal Arteriostenosis 54, M Vogt / Wolski 3 Cardiology Myocardial Infarction 48, M Angermeier / Andrzejewski 2 Haematology Acquired Haemophilia A 78, F Eberle / Terlecka 1 Specialization VP’s Age and Gender VP’s Name Id

Repurposing time effort

UJ’s VP scenarios realized in the first year of the eViP project creation of Flash animation VP content Enrichment E-learning 4th 27 Applied Computer Science Students (supervised by medical experts) creation of 14 new VPs l earning-by- teaching Computer Science post-graduate 4 8 Medical PhD 2 eViP cases in English self-study Basis of Computer Science 1st 68 Medical Foreign Students 2 eViP cases in Polish self-study Medical informatics and statistics 2 3rd 7 6 Dentistry Polish Students 2 eViP cases in Polish self-study Telemedicine 2 3rd 231 Medical Polish S tudents (Pilot Study) Material/ Virtual Patients Scenario of implementation Class Year of Study Numer of Students Group of Students

Surveys in the project’s first year - results Q3 – Was the presented clinical case interesting for you? Q4 – Would you like to have VPs implemented to your medical study? 3,8 4,4 - Q4 3,9 4,4 4,2 Likert Scale 1 - 5 Q3 7,4 7,3 60 % self study 56 % classes 16 % revision 48% assessment self-study 25 Medical Foreign Students 8,0 8,2 81% self study 60% classes 72% revision 48% assessment self-study 56 Dentistry Polish Students 7,4 7,8 75% self study 52% classes 65% revision 29% assessment self-study 134 Medical Polish Students (Pilot Study) Scale 1 - 10 VP’s mark Students preferences Scenario of implementation N Group of Students

Key factors for supporting the integration

Support from experienced eViP partners

Support from students

Translations

Content enrichment (Students of Comp. Science)

VP authoring (PhD Candidates)

Willingness to participate in VPs classes

Incentives for authors guaranteed by eViP

Mixed bottom-up & top-down approach

Future goals and perspectives

Continue/Broaden integration with clinical courses

Share experiences with other partners

Joint research studies with other institutes

1 st International Conference on Virtual Patients

Surveys in the project’s first year - results Q3 – Was the presented clinical case interesting for you? Q4 – Would you like to have VPs implemented to your medical study? Q6 – Was the content of the VP understandable? Q7 – Was the content of the VP logically structured? Q8 – Did the presented case contain useful knowledge? Q9 – Do you believe that learning using virtual patients is more efficient than conventional methods? Q11 – Was the language of the VP appropriate? Q12 – Was the VP system (CASUS) easy to operate? 7,4 7,3 60 % self study 56 % classes 16 % revision 48% assessment 3,9 - 3,6 3,9 3,8 - 3,8 3,9 self-study 25 Medical Foreign Students 8,0 8,2 81% self study 60% classes 72% revision 48% assessment 4,6 4,3 3,9 4,4 4,6 4,3 4,4 4,4 self-study 56 Dentistry Polish Students 7,4 7,8 75% self study 52% classes 65% revision 29% assessment 4,6 4,3 3,9 4,1 4,2 4,2 - 4,2 self-study 134 Medical Polish Students (Pilot Study) Scale 1 - 10 Likert Scale 1 - 5 VP’s mark Students preferences Q12 Q11 Q9 Q8 Q7 Q6 Q4 Q3 Scenario of implementation N Group of Students

Virtual Patients at JUMC before eViP