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September 2006September 2006
www.virtualpatient
Scenarios for the implementation of Scenarios for the implementation of VPs into the medical curriculumVPs into the medical curriculum
by the example of JUMC'sby the example of JUMC'sparticipationparticipation
in the eViP-Programmein the eViP-ProgrammeA.J. Stacho, A.A. Kononowicz, I. Roterman-KoniecznaDepartment of Bioinformatics and Telemedicine,
Jagiellonian University Medical College, Krakw, Poland
I. Hege, M. Holzer, M.R. FischerMedical Education Unit, Medizinische Klinik-Innenstadt,
Ludwig-Maximilians-University, Mnchen, Germany
M. AdlerInstruct AG, Mnchen, Germany
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eViPSeptember 2006
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 curricula
Project Partners St Georges, 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
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eViPSeptember 2006
First year of eViPGoal: close collaboration between pairs of project partners
Jagiellonian UniversityMedical College, Krakw, Poland
Ludwig-Maximilians-UniversityMunich, Germany
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eViPSeptember 2006
content
translation
adaptation
media
ready
further repurposing
Virtual Patient (VP) content is obtained from Munich(including text, figures, images, videos)
Translation of the text fromGerman or English into Polish
Content matter expertsrepurpose the case to national
standards and conditions
Adaptation of multimedia materials(e.g. movie subtitles,
localized images&forms)
VP waiting to be introduced intomedical curriculum
e.g. interdisciplinary repurposing:medicine nursery structure repurposinglinear branched
LMU & UJ repurposing workflow
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eViPSeptember 2006
Examples of media adaptation activities
Adding subtitles
Localization (medical documentation)
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Repurposing time effortRepurposing time effort
0
10
20
30
40
50
60
70
80
90
# P_ E B E
( 1 0 . 2 0 0
7 - 1 2 . 2
0 0 7 )
# P_ A N G
( 1 1 . 2 0 0
7 - 0 3 . 2
0 0 8 )
# P_ S C H
( 1 1 . 2 0 0
7 - 0 2 . 2
0 0 8 )
# P_ V O G
( 1 1 . 2 0 0
7 - 0 4 . 2
0 0 8 )
# P_ G R O
( 0 1 . 2 0 0
8 - 0 1 . 2
0 0 8 )
# P_ S A E
( 0 3 . 2 0 0
8 - 0 7 . 2
0 0 8 )
# P_ G O E
( 0 4 . 2 0 0
8 - 0 5 . 2
0 0 8 )
# P_ M A L
( 0 5 . 2 0 0
8 - 0 7 . 2
0 0 8 )
Repurposed virtual patients (ordered by repurposing start date)
H o u r s
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eViPSeptember 2006
creation of Flash
animation
VP contentEnrichmentE-learning4th27
Applied Computer Science Students
(supervised by medical experts)
creation of
14 new VPs
learning-by-
teachingComputer Sciencepost-graduate48Medical PhD
2 eViP casesin Englishself-study
Basis of Computer Science1st68
Medical ForeignStudents
2 eViP casesin Polishself-study
Medicalinformatics and
statistics 23rd76Dentistry Polish Students
2 eViP casesin Polishself-studyTelemedicine 23rd231
Medical Polish Students(Pilot Study)
Material/Virtual Patients
Scenario of implementationClass Year of Study
Numer of StudentsGroup of Students
UJs VP scenarios realized in the first year of the eViP project
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eViPSeptember 2006
Key factors for supporting theintegration
Support from experienced eViP partners
Support from studentsTranslations
Content enrichment (Students of Comp. Science)VP authoring (PhD Candidates)
Willingness to participate in VPs classes
Incentives for authors guaranteed by eViPMixed bottom-up & top-down approach
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eViPSeptember 2006
Future goals and perspectives
Continue/Broaden integration with clinical
courses
Share experiences with other partners
Joint research studies with other institutes
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eViPSeptember 2006
1 st International Conference on Virtual Patients
Krakw, Polan5 J une to 6 J une 2009www.icvp.eu
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eViPSeptember 2006
Surveys in the projects first year - results
7,47,3
60% self study56% classes16% revision48% assessment
3,9-3,63,93,8-3,83,9self-study25Medical ForeignStudents
8,08,2
81% self study60% classes72% revision48% assessment
4,64,33,94,44,64,34,44,4self-study56Dentistry PolishStudents
7,47,8
75% self study52% classes65% revision29% assessment
4,64,33,94,14,24,2-4,2self-study134Medical Polish
Students(Pilot Study)
Scale 1 - 10Likert Scale 1 - 5
VPs markStudentspreferences
Q12Q11Q9Q8Q7Q6Q4Q3Scenario of implementationN
Group of Students
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?
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eViPSeptember 2006
Virtual Patients at JUMC before eViP
Non-coordinated bottom-up initiatives of individualfaculty members
Little experience with case-based learning
MicroSIM http://www.laerdal.com
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Key factors to remember
Legal issues
Patients consentVPs copyright clearedIncentives for content authors and educators
FinancialOrganizational
Changes in curriculumWhere to use VPs?How to motivate student to use VPs?
Technical IssuesVP System (own development, existing system)VP Model (linear, branched)
VP repository profileSpecialized (few discipilnes with many cases) ?Broad Scoped (VPs should cover as many disciplines as possible withpotentially few cases) ?
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eViPSeptember 2006
VP Content Enrichment
S t u d e n
t s p r o
j e c
t s