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Alexander SM, Friedman V, Rerkpattanapipat PM, Hiatt WA, Heneghan JS, Hubal R, Lee YZ. Adapting Novel Augmented Reality Devices for Patient Simulations in Medical Education. Cureus 2024; 16:e66209. [PMID: 39233986 PMCID: PMC11374356 DOI: 10.7759/cureus.66209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/05/2024] [Indexed: 09/06/2024] Open
Abstract
Extended reality (XR) simulations are becoming increasingly common in educational settings, particularly in medical education. Advancing XR devices to enhance these simulations is a booming field of research. This study seeks to understand the value of a novel, non-wearable mixed reality (MR) display during interactions with a simulated holographic patient, specifically in taking a medical history. Twenty-one first-year medical students at the University of North Carolina at Chapel Hill participated in the virtual patient (VP) simulations. On a five-point Likert scale, students overwhelmingly agreed with the statement that the simulations helped ensure they were progressing along learning objectives related to taking a patient history. However, they found that, at present, the simulations can only partially correct mistakes or provide clear feedback. This finding demonstrates that the novel hardware solution can help students engage in the activity, but the underlying software may need adjustment to attain sufficient pedagogical validity.
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Affiliation(s)
- Seth M Alexander
- Health Sciences, University of North Carolina School of Medicine, Chapel Hill, USA
- Internal Medicine and Pediatrics, Vanderbilt University Medical Center, Nashville, USA
| | - Vince Friedman
- Radiology, University of North Carolina School of Medicine, Chapel Hill, USA
| | | | - William A Hiatt
- Radiology, University of North Carolina School of Medicine, Chapel Hill, USA
| | | | - Robert Hubal
- Medical Education, Renaissance Computing Institute, Chapel Hill, USA
| | - Yueh Z Lee
- Radiology, University of North Carolina School of Medicine, Chapel Hill, USA
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Peters J, Cohen JA, Corboy JR, Hopkins SE, Hua LH, Kakara M, McFaul D, Obeidat AZ, Yadav V, Longbrake EE. Curriculum Innovations: Virtual Didactics as a Tool for Harmonizing Education About Rare Topics in Neuroimmunology. NEUROLOGY. EDUCATION 2022; 1:e200008. [PMID: 38725979 PMCID: PMC11081105 DOI: 10.1212/ne9.0000000000200008] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Accepted: 08/03/2022] [Indexed: 05/12/2024]
Abstract
Introduction and Problem Statement Neuroimmunology is a rapidly evolving subspecialty. At this time, fellowship training is not standardized. Discrepancies exist in fellowship programs across the United States, including in faculty expertise in rarer neuroimmunologic conditions. Many graduating fellows feel uncomfortable managing the full spectrum of diseases within neuroimmunology. Objectives To evaluate the feasibility and efficacy of a series of live, virtual, interinstitutional seminars educating neuroimmunology fellows on topics that may be infrequently encountered by trainees. Methods and Curriculum Description A steering committee of 6 neuroimmunology and multiple sclerosis fellowship program directors selected 18 topics felt to be high yield but representing unique areas of expertise. A live, interactive seminar series was organized. Recognized experts on each topic led seminars using a teleconferencing platform over the 2020-2021 academic year. Recordings were subsequently made available for asynchronous learning. Trainees were surveyed before and after the seminar series and comfort levels with each topic were recorded. Results and Assessment Data An average of 41 trainees participated in each live seminar and an additional average of 17 trainees viewed each seminar on demand. Trainee comfort levels with each topic increased after the seminar series was completed. An average of 72% of trainees self-identified as at least "comfortable" with each topic after the series compared with 26% beforehand (p < 0.0001). Discussion and Lessons Learned A year-long series of live, interactive, interinstitutional seminars focusing on unique topics within a single subspecialty represents an effective way to increase trainee comfort levels with such topics.
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Affiliation(s)
- John Peters
- Department of Neurology, Yale School of Medicine, New Haven, CT
| | - Jeffrey A Cohen
- Department of Neurology, Mellen MS Center, Neurological Institute, Cleveland Clinic, OH
| | - John R Corboy
- Rocky Mountain Multiple Sclerosis Center at Anschutz Medical Campus, Universityof Colorado, Denver
| | - Sarah E Hopkins
- Division of Neurology, Children's Hospital of Philadelphia, University of Pennsylvania
| | - Le H Hua
- Mellen Program for Multiple Sclerosis, Cleveland Clinic Lou Ruvo Center for Brain Health, Las Vegas, NV
| | - Mihir Kakara
- Department of Neurology, University of Pennsylvania Perelman School of Medicine, Philadelphia
| | - Derek McFaul
- Department of Neurology, Oregon Health & Science University, Portland
| | - Ahmed Z Obeidat
- Department of Neurology, Medical College of Wisconsin, Milwaukee
| | - Vijayshree Yadav
- Department of Neurology, Oregon Health & Science University, Portland
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Meinert E, Eerens J, Banks C, Maloney S, Rivers G, Ilic D, Walsh K, Majeed A, Car J. Exploring the Cost of eLearning in Health Professions Education: Scoping Review. JMIR MEDICAL EDUCATION 2021; 7:e13681. [PMID: 33704073 PMCID: PMC8081275 DOI: 10.2196/13681] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 04/25/2019] [Accepted: 12/18/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. OBJECTIVE The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning. METHODS The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation. CONCLUSIONS Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction.
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Affiliation(s)
- Edward Meinert
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
- Centre for Health Technology, University of Plymouth, Plymouth, United Kingdom
| | - Jessie Eerens
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Christina Banks
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Stephen Maloney
- Department of Physiotherapy, Monash University, Melbourne, Australia
| | - George Rivers
- Faculty of Business and Economics, Monash University, Melbourne, Australia
| | - Dragan Ilic
- Medical Education Research and Quality, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia
| | - Kieran Walsh
- BMJ Knowledge Centre, BMJ Learning, London, United Kingdom
| | - Azeem Majeed
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Josip Car
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
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Quail NPA, Boyle JG. Virtual Patients in Health Professions Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2019; 1171:25-35. [PMID: 31823237 DOI: 10.1007/978-3-030-24281-7_3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
Health care professionals must not only have knowledge, but also be able to organise, synthesise and apply this knowledge in such a way that it promotes the development of clinical reasoning. Panels of Virtual patients (VPs) are widely being used in health professions education to facilitate the development of clinical reasoning. VPs can also be used to teach wider educational outcomes such as communication skills, resource utilisation and longitudinal patient care. This chapter will define virtual patients and examine the evidence behind their use in health professions learning and teaching. The chapter will discuss virtual patient design, such as gamification. Finally, the chapter will discuss where this pedagogical innovation is best integrated into assessment and potential barriers to implementation into existing curricula.
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Lazow MA, DeBlasio D, Ollberding NJ, Real FJ, Klein MD. Online Simulated Cases Assess Retention of Virtual Neighborhood Tour Curriculum. Matern Child Health J 2019; 23:1159-1166. [PMID: 31267340 DOI: 10.1007/s10995-019-02790-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background Learning to identify and address social determinants of health (SDH) is a crucial component of pediatric residency training. A virtual tour of an impoverished neighborhood previously demonstrated efficacy in increasing residents' self-assessed knowledge and competence, but its impact on performance has not yet been reported. Online simulated cases are emerging as feasible assessment tools to measure trainees' skills across various healthcare settings. We developed online simulated cases to evaluate residents' retention of the virtual tour's key SDH-related learning objectives 1 month after completing this curriculum. Methods Three online simulated cases with interpolated open-ended questions were created to assess residents' ability to identify SDH, recommend appropriate resources, and display empathy. Scoring rubrics to objectively evaluate responses were developed and borderline scores were decided by a team of educators. Results 19 residents participated. Mean scores for all cases exceeded pre-established borderline scores (statistically significant in two of the three cases). More than 90% of residents identified relevant SDH in the primary care and emergency department cases. Ninety-five percent of residents recommended appropriate resources in all cases, and 89% displayed empathy. Discussion Residents' performance in online simulated cases demonstrated retention and application of the virtual tour's learning objectives, including recognizing SDH, offering appropriate resources, and displaying empathy, which supports the long-term effectiveness of the virtual tour curriculum to train pediatricians about SDH. Online simulated cases provided a standardized and cost-effective way to measure residents' skills related to curricular uptake, suggesting that this assessment approach may be adapted to evaluate other educational interventions.
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Affiliation(s)
- Margot A Lazow
- Division of Pediatric Hematology/Oncology, Cancer and Blood Diseases Institute, Cincinnati Children's Hospital, 3333 Burnet Avenue, Cincinnati, OH, 45229, USA.
| | - Dominick DeBlasio
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Avenue, Cincinnati, OH, 45267, USA
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH, 45229, USA
| | - Nicholas J Ollberding
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Avenue, Cincinnati, OH, 45267, USA
- Division of Biostatistics and Epidemiology, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH, 45229, USA
| | - Francis J Real
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Avenue, Cincinnati, OH, 45267, USA
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH, 45229, USA
| | - Melissa D Klein
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Avenue, Cincinnati, OH, 45267, USA
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH, 45229, USA
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