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Design for learning: deconstructing virtual patient activities.

Rachel H Ellaway¹, David Davies

¹Northern Ontario School of Medicine, Canada. rachel.ellaway@nosm.ca

Medical Teacher

|April 5, 2011

Summary

This summary is machine-generated.

Virtual patients are key digital tools in health professional education. This study models virtual patients as artifacts, exploring their instructional potential beyond administrative uses in health professional education.

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Area of Science:

Health Professional Education
Medical Simulation
Digital Learning Technologies

Background:

Digital technologies are widespread in health professional education (HPE), yet their instructional potential is under-explored.
The virtual patient has emerged as a significant educational intervention in HPE.
A gap exists in understanding virtual patients as sophisticated instructional tools.

Purpose of the Study:

To deconstruct the concept of the virtual patient in HPE.
To develop a model for understanding virtual patients as educational artifacts.
To analyze the intrinsic and emergent properties of virtual patients.

Main Methods:

Conceptual analysis of virtual patients.
Development of a theoretical model for virtual patients.
Focus on 'activity' as a core concept in virtual patient design.

Main Results:

Virtual patients are conceptualized as artifacts with encoded and constructed properties.
The model highlights the dynamic and interactive nature of virtual patients.
Distinguishes between intrinsic properties (design) and emergent properties (use).

Conclusions:

Virtual patients offer significant instructional potential in HPE.
Understanding virtual patients as artifacts with activity-based properties enhances their educational application.
Further research can refine the model for optimal virtual patient design and implementation.