Virtual Patients in Medical Education: A Comparison of Various Strategies for Curricular Integration

被引：13

作者：

Fischer, Martin R. ^{[1
,2
]}

Hege, Inga ^{[1
]}

Hoernlein, Alexander ^{[3
]}

Puppe, Frank ^{[3
]}

Toenshoff, Burkhard ^{[4
]}

Huwendiek, Soeren ^{[4
]}

机构：

[1] Klinikum Univ Munchen, Med Klin Innenstadt, Schwerpunkt Med Didakt, Munich, Germany

[2] Univ Witten Herdeke, Med Fak, IDBG, Alfred Herrhausen Str 50, D-58448 Witten, Germany

[3] Univ Wurzburg, Fak Math & Informat, Lehrstuhl Kunstl Intelligenz & Angew Informat Inf, Wurzburg, Germany

[4] Univ Klinikum Heidelberg, Zentrum Kinder & Jugendmed, Heidelberg, Germany

来源：

ZEITSCHRIFT FUR EVIDENZ FORTBILDUNG UND QUALITAET IM GESUNDHEITSWESEN | 2008年 / 102卷 / 10期

关键词：

e-learning; case-based learning; medical education;

D O I：

10.1016/j.zefq.2008.11.021

中图分类号：

R19 [保健组织与事业（卫生事业管理）];

学科分类号：

摘要：

Introduction: E-Learning applications are an integral part of modern medical curricula. Nevertheless, there is only a narrow empirical basis for an optimal integration strategy of computerized teaching methods in medical education. This article focuses on the integration experiences with three different online systems for interactive virtual patients (VPs) in clinical undergraduate medical education at the universities of Heidelberg, Munich (LMU), and Wuerzburg. Methods: Five different integration strategies for VPs are presented and compared with respect to motivational aspects, logistics and acceptance of both students and teachers. Results: A voluntary use of VPs without curricular integration leads to low acceptance. Exam relevance of VPs and integration with face-to-face teaching are key factors for a high level of acceptance. The assets and drawbacks of all described strategies are discussed in the conclusions of this article. Conclusions: Case-based e-learning can be successfully integrated into clinical undergraduate medical education when key factors are considered.

引用

页码：648 / 653

页数：6

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