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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 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
First year of eViP ,[object Object],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 ,[object Object],[object Object],[object Object]
Examples of media adaptation activities Adding subtitles Localization (medical documentation)
UJ VP Inventory after first year of eViP ,[object Object],[object Object],[object Object],[object Object],[object Object],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 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Future goals and perspectives ,[object Object],[object Object],[object Object]
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 ,[object Object],[object Object],MicroSIM ®  http://www.laerdal.com
Key factors to remember ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
VP Content Enrichment Student’s projects

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Scenarios for the implementation of VPs into the medical curriculum

  • 1. 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
  • 2.
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  • 4.
  • 5. Examples of media adaptation activities Adding subtitles Localization (medical documentation)
  • 6.
  • 8. 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
  • 9. 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
  • 10.
  • 11.
  • 12. 1 st International Conference on Virtual Patients
  • 13. 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
  • 14.
  • 15.
  • 16. VP Content Enrichment Student’s projects