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Walk with Me Hybrid Virtual/In-Person Walking for Older Adults with Neurodegenerative Disease

Walk with Me Hybrid Virtual/In-Person Walking for Older Adults with Neurodegenerative Disease

Published on: June 16, 2023

Virtual patients in geriatric education.

Zaldy S Tan¹, Paul L Mulhausen, Stephen R Smith

¹Geriatric Research, Education and Clinical Center, VA Boston Healthcare System, Harvard Medical School, Boston, Massachusetts, USA. ztan@hms.harvard.edu

Gerontology & Geriatrics Education

|May 29, 2010

Summary

This summary is machine-generated.

Virtual patient programs offer a solution for teaching geriatrics, addressing educator shortages. Case studies highlight challenges and solutions for integrating these multimedia tools into medical education curricula.

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Area of Science:

Medical Education
Geriatric Medicine
Health Informatics

Background:

Virtual patients (VPs) are multimedia-rich, case-based computer programs increasingly used in medical education.
The complexity of geriatric care and a shortage of specialized educators necessitate innovative teaching tools.
Geriatric virtual patients (GVPs) are being developed for undergraduate, graduate, and postgraduate medical training.

Purpose of the Study:

To review the development and application of geriatric virtual patient programs.
To provide case studies from three medical schools detailing challenges and solutions.
To identify future research directions for optimizing VP use in geriatrics education.

Main Methods:

Case study methodology examining the experiences of three medical schools.
Analysis of challenges encountered during GVP development and implementation.
Review of potential solutions and strategies for GVP integration.

Main Results:

Successful development and application of GVPs in diverse medical education settings.
Identification of common challenges, including technical issues and curriculum integration.
Development of practical solutions and best practices for GVP implementation.

Conclusions:

Geriatric virtual patients are valuable tools for medical education, particularly in addressing geriatrics training needs.
Strategic curriculum integration and pedagogical considerations are crucial for effective GVP utilization.
Further research is needed to determine optimal VP features, settings, pedagogy, and limitations in clinical instruction.