Petrha+

2022 ◽  
pp. 133-144
Author(s):  
Rui Macedo ◽  
Claudia Silva ◽  
Bruno Albouy ◽  
Alejandro F. San Juan ◽  
Tiina Pystynen
Keyword(s):  
Role Play ◽  
Real Life ◽  
Virtual Patient ◽  
Serious Game ◽  
Strategic Partnership ◽  
Simulated Patients ◽  
Virtual Patients ◽  
Web Based ◽  
Background Context ◽  
Physiotherapy Students

Role play and simulated patients are tools frequently used in undergraduate physiotherapy courses to help students gain familiarity with what they will find in future real-life encounters. However, these approaches have limitations when it comes to delivering diversity and repetition to a large number of students and are mostly bounded to the school's premises. Web-based virtual patient software can help to overcome these shortcomings as they equally require students to go through most of the steps of the physiotherapy process, and simultaneously offer unlimited diversity of cases and repetition opportunities and can be delocalized from physical schools. PETRHA + is an Erasmus+ strategic partnership of European high education institutions aiming at the improvement of a web-based serious game prototype designed to enhance physiotherapy students' clinical reasoning using virtual patients. The objective of this chapter is the presentation of the background context that led to the development of the serious game, its design features, functions, and ongoing and future developments.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals The use of virtual patient in teaching clinical practice skills to nursing students

2019 ◽  
Vol 16 (4) ◽  
pp. 907-915
Author(s):  
Gül Şahin ◽  
Tülay Başak
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Real Life ◽  
Virtual Patient ◽  
English Summary ◽  
Virtual Patients ◽  
Clinical Scenarios

Virtual patients are used as training method to gain professional competencies in nursing education. Virtual patients are real-life interactive computer-based clinical scenarios where students can learn appropriate information and practices to plan and manage patient care, and can be used for health care, training, or evaluation. Virtual patient technology that provides skill in a risk-free environment provides real-time feedback on student activity that can affect decision-making when they contact with the patient. If included in the curriculum appropriately; virtual patient technology can help the student develop numerous skills such as clinical assessment, patient interaction, critical thinking, therapeutic approach and adaptation to a changing environment. It helps students to overcome the limits of clinical practice, develop coping skills, support critical thinking, develop decision-making skills, and quickly adapt to clinical settings. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Sanal hastalar, hemşirelik eğitiminde mesleki yeterlikleri kazanmak için eğitim yöntemi olarak kullanılmaktadır. Öğrencilerin hasta bakımını planlamak ve yönetmek için uygun bilgi ve uygulamaları öğrenebilecekleri, sağlık bakımı, eğitim veya değerlendirme amacıyla kullanılabilen gerçek yaşamla etkileşimli bilgisayar tabanlı klinik senaryolardır. Risksiz bir ortamda beceri kazandıran sanal hasta teknolojisi, hasta ile temasa geçtiğinde karar vermeyi etkileyebilecek öğrenci etkinliği hakkında gerçek zamanlı geribildirim sağlar. Müfredata uygun bir şekilde dahil edilirse; sanal hasta teknolojisi öğrenciye klinik değerlendirme, hasta etkileşimi, eleştirel düşünme, terapötik yaklaşım ve değişen bir ortama uyum sağlama gibi çok sayıda becerinin geliştirilmesine yardımcı olabilir. Öğrencilerin klinik uygulamaların sınırlarını aşmalarına, baş etme becerilerini geliştirmelerine, eleştirel düşünceyi desteklemelerine, karar verme becerilerini geliştirmelerine ve klinik ortamlara hızlı bir şekilde adapte olmalarına yardımcı olmaktadır.

A low-fidelity serious game for medical-based cultural competence education

2017 ◽  
Vol 25 (3) ◽  
pp. 632-648 ◽  
Author(s):  
Zain Khan ◽  
Bill Kapralos
Keyword(s):  
Cultural Competence ◽  
Culturally Diverse ◽  
Healthcare Providers ◽  
Healthcare Setting ◽  
The United States ◽  
Virtual Patient ◽  
Serious Game ◽  
Web Based ◽  
Cultural Competence Education

Research has shown that the quality of care is compromised when healthcare providers respond inappropriately to patient language and cultural factors. However, research indicates that medical education is not keeping pace with the changing composition of the patient population in culturally diverse societies such as Canada and the United States, and many healthcare providers do not possess the attitudes or skills required to be effective within a culturally diverse healthcare setting. Here, we present Fydlyty, a web-based, low-fidelity serious game for medical-based cultural competence education. Fydlyty includes both a scenario and dialogue editor providing the ability to develop conversations, interpret responses, and respond to questions/answers from the game player. These responses are based on predefined cultural characteristics of the virtual patient and on different moods that the virtual patient may express depending on the situation. The results of a usability experiment conducted with medical professionals and trainees revealed that the game is easy to use, intuitive, and engaging.

scholarly journals A Web-Based Rendering Application for Communicating Dental Conditions

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 960
Author(s):  
Hudson D. Spangler ◽  
Miguel A. Simancas-Pallares ◽  
Jeannie Ginnis ◽  
Andrea G. Ferreira Zandoná ◽  
Jeff Roach ◽  
...  
Keyword(s):  
Stainless Steel ◽  
Latent Class ◽  
Real Life ◽  
Tooth Surface ◽  
Caries Experience ◽  
Visual Aids ◽  
Web Based ◽  
Surface Level ◽  
Ceramic Crowns ◽  
Dental Conditions

The importance of visual aids in communicating clinical examination findings or proposed treatments in dentistry cannot be overstated. Similarly, communicating dental research results with tooth surface-level precision is impractical without visual representations. Here, we present the development, deployment, and two real-life applications of a web-based data visualization informatics pipeline that converts tooth surface-level information to colorized, three-dimensional renderings. The core of the informatics pipeline focuses on texture (UV) mapping of a pre-existing model of the human primary dentition. The 88 individually segmented tooth surfaces receive independent inputs that are represented in colors and textures according to customizable user specifications. The web implementation SculptorHD, deployed on the Google Cloud Platform, can accommodate manually entered or spreadsheet-formatted tooth surface data and allows the customization of color palettes and thresholds, as well as surface textures (e.g., condition-free, caries lesions, stainless steel, or ceramic crowns). Its current implementation enabled the visualization and interpretation of clinical early childhood caries (ECC) subtypes using latent class analysis-derived caries experience summary data. As a demonstration of its potential clinical utility, the tool was also used to simulate the restorative treatment presentation of a severe ECC case, including the use of stainless steel and ceramic crowns. We expect that this publicly available web-based tool can aid clinicians and investigators deliver precise, visual presentations of dental conditions and proposed treatments. The creation of rapidly adjustable lifelike dental models, integrated to existing electronic health records and responsive to new clinical findings or planned for future work, is likely to boost two-way communication between clinicians and their patients.

scholarly journals Effectiveness of a serious game addressing guideline adherence: cohort study with 1.5-year follow-up

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tobias Raupach ◽  
Insa de Temple ◽  
Angélina Middeke ◽  
Sven Anders ◽  
Caroline Morton ◽  
...  
Keyword(s):  
Effect Size ◽  
Clinical Decision Making ◽  
Hypertensive Crisis ◽  
Prospective Trial ◽  
Virtual Patient ◽  
Serious Game ◽  
Diagnostic Methods ◽  
Strong Impact ◽  
Training Phase

Abstract Background Patients presenting with acute shortness of breath and chest pain should be managed according to guideline recommendations. Serious games can be used to train clinical reasoning. However, only few studies have used outcomes beyond student satisfaction, and most of the published evidence is based on short-term follow-up. This study investigated the effectiveness of a digital simulation of an emergency ward regarding appropriate clinical decision-making. Methods In this prospective trial that ran from summer 2017 to winter 2018/19 at Göttingen Medical University Centre, a total of 178 students enrolled in either the fourth or the fifth year of undergraduate medical education took six 90-min sessions of playing a serious game (‘training phase’) in which they managed virtual patients presenting with various conditions. Learning outcome was assessed by analysing log-files of in-game activity (including choice of diagnostic methods, differential diagnosis and treatment initiation) with regard to history taking and patient management in three virtual patient cases: Non-ST segment elevation myocardial infarction (NSTEMI), pulmonary embolism (PE) and hypertensive crisis. Fourth-year students were followed up for 1.5 years, and their final performance was compared to the performance of students who had never been exposed to the game but had otherwise taken the same five-year undergraduate course. Results During the training phase, overall performance scores increased from 57.6 ± 1.1% to 65.5 ± 1.2% (p < 0.001; effect size 0.656). Performance remained stable over 1.5 years, and the final assessment revealed a strong impact of ever-exposure to the game on management scores (72.6 ± 1.2% vs. 63.5 ± 2.1%, p < 0.001; effect size 0.811). Pre-exposed students were more than twice as likely to correctly diagnose NSTEMI and PE and showed significantly greater adherence to guideline recommendations (e.g., troponin measurement and D-dimer testing in suspected PE). Conclusions The considerable difference observed between previously exposed and unexposed students suggests a long-term effect of using the game although retention of specific virtual patient cases rather than general principles might partially account for this effect. Thus, the game may foster the implementation of guideline recommendations.

scholarly journals Evaluating the Difference between Virtual and Paper-Based Clinical Cases in Family Medicine Undergraduate Education

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Zalika Klemenc-Ketis ◽  
Branka Cagran ◽  
Dejan Dinevski
Keyword(s):  
Family Medicine ◽  
Virtual Patient ◽  
Educational Outcome ◽  
Factual Knowledge ◽  
Virtual Patients ◽  
Multiple Choice Questions ◽  
Significant Difference ◽  
The Difference ◽  
And Control ◽  
Clinical Cases

Introduction. A “virtual patient” is defined as a computer program which simulates real patients’ cases. The aim of this study was to determine whether the inclusion of virtual patients affects the level of factual knowledge of family medicine students at the undergraduate level. Methods. This was a case-controlled prospective study. The students were randomly divided into experimental (EG: N=51) and control (CG: N=48) groups. The students in the EG were asked to practice diagnosis using virtual patients instead of the paper-based clinical cases which were solved by the students in the CG. The main observed variable in the study was knowledge of family medicine, determined by 50 multiple choice questions (MCQs) about knowledge of family medicine. Results. There were no statistically significant differences in the groups’ initial knowledge. At the final assessment of knowledge, there were no statistically significant differences between the groups, but there was a statistically significant difference between their initial and final knowledge. Conclusions. The study showed that adding virtual patient cases to the curriculum, instead of paper clinical cases, did not affect the level of factual knowledge about family medicine. Virtual patients can be used, but a significant educational outcome is not expected.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

scholarly journals Legens alvor. Styring i rollespillets læringspraksis

2016 ◽  
Vol 27 (1) ◽  
pp. 57-73 ◽  
Author(s):  
Lotte Galløe
Keyword(s):  
Social Services ◽  
Role Play ◽  
Real Life ◽  
Management Training ◽  
Role Playing ◽  
Parent Management Training ◽  
Learning Technology ◽  
Advanced Form ◽  
The Social ◽  
Parent Management

Denne artikel beskæftiger sig med rollespil som en læringsteknologi. Artiklen stiller skarpt på rollespil som en nuanceret styring, der søger at fremme en særlig adfærd. Der argumenteres for, at rollespillet er et eksempel på en strategisk praksis, der fungerer ved at inddrage de lærende i påvirkningen af sig selv og hinanden. Gennem et feltstudie af et træningsforløb for forældre med udadreagerende børn er rollespil som læringsteknologi undersøgt. Med et foucaultiansk magtperspektiv belyses de specifikke teknikker, der gør rollespillet til en legende praksis, for siden at tillægge det en anden alvor. Artiklen viser, hvordan rollespillet tager form i samspillet mellem instruktører og forældre og viser sig virksomt ved at inkludere forældrene i udførelsen og omdirigere deres modstand. ENGELSK ABSTRACT: Lotte Galløe: Imaginary Real Life. The Governed Learning of Role Playing This paper examines role-playing as a learning technology. It focuses on role-playing, as employed in the social services, as an advanced form of governance aiming to produce a certain behavior on the part of the learners. Based on an ethnographic interpretation of Michel Foucault’s notion of power, the paper sheds light on role-playing in practice in Parent Management Training (PMTO) group sessions. Role-playing in PMTO exemplifies the use of particular techniques that shape role-playing as an imaginary game, and simultaneously ascribes it significance in real life. The article argues that role-playing’s apparent non-serious approach enables a strategic practice engaging the learners in the governing actions targeted towards shaping them as subjects. The paper shows how the techniques of enactment, instruction, and evaluation unfold by involving the parents in the performance. Finally the paper shows how resistance is rejected or adapted within the governing practice. Keywords: role-play, Foucault, governance, PMTO, learning.

scholarly journals COVID-19 lockdown impact on physical activity and anxiety levels among physiotherapy practitioners, teaching faculty and students in Mumbai: a cross-sectional web-based e-survey study

2021 ◽  
Vol 8 (5) ◽  
pp. 2406
Author(s):  
Farzan Kamdin ◽  
Kruti Khemani ◽  
Annamma Varghese
Keyword(s):  
Physical Activity ◽  
Short Form ◽  
Significant Proportion ◽  
Mental Wellbeing ◽  
Survey Study ◽  
Cross Sectional ◽  
Web Based ◽  
Teaching Faculty ◽  
Anxiety Levels ◽  
Physiotherapy Students

Background: Coronavirus (COVID-19) has spread rapidly throughout the world leading to an emergency global pandemic. Among the varied affected sections of the population and healthcare, physiotherapy is no exception. To what extent, both the physical activity and anxiety levels have been affected amongst the physiotherapy practitioners, teaching faculty and students is not completely known. Hence, this study was undertaken.Methods: Among a potential 400 participants, 357 responded (response rate=89.25%). Cross-sectional web based open e-survey was sent using google forms via emails and social media platforms such as Whatsapp, facebook, instagram and linkedin messenger. The primary outcome measures were international physical activity questionnaire-short form (IPAQ-SF) for self-reported physical activity and general anxiety disorder (GAD-7) questionnaire for measuring self-reported anxiety.Results: Out of the 357 participants, 40 were inactive (<600 METs/week), 175 were minimally active (600-3000 METs/week) and 142 were health enhancing physically active (>3000 METs/week). The GAD-7 score showed a significant proportion of participants (74%) to have mild to moderate anxiety and only 26% had moderately severe to severe anxiety. Physiotherapy students were found to do least amount of physical activity in a week (mean METs/week of 2590) and were also more anxious with an average GAD-7 score of 7.7. Practicing physiotherapists and teachers had better scores of 3285 and 3028 METs/week and also better mean GAD-7 scores at 6.4 and 5.3, respectively.Conclusions: The lockdown caused by the COVID-19 pandemic has affected the physical activity levels and mental wellbeing of physiotherapy students more than the physiotherapy practitioners and teaching faculty.

scholarly journals Nationwide Deployment of a Serious Game Designed to Improve COVID-19 Infection Prevention Practices in Switzerland: Prospective Web-Based Study (Preprint)

10.2196/33003 ◽  
2021 ◽  
Author(s):  
Melanie Suppan ◽  
Loric Stuby ◽  
Stephan Harbarth ◽  
Christophe Fehlmann ◽  
Sophia Achab ◽  
...  
Keyword(s):  
Infection Prevention ◽  
Serious Game ◽  
Web Based
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