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Beta Test of Web-Based Virtual Patient Decision-Making Exercises for Residents Demonstrates Discriminant Validity and

Anne Close¹, Amy Goldberg¹, Irene Helenowski²

¹Department of Surgery, Temple University Hospital, Philadelphia, Pennsylvania.

Journal of Surgical Education

|November 28, 2015

Summary

This summary is machine-generated.

Web-based virtual patient cases significantly improved surgical resident decision-making accuracy, with scores increasing 25% from postgraduate year 1 to 5. Repeating cases after feedback led to substantial performance gains, indicating practical value for competency assessment.

Keywords:

Medical Knowledge Patient Care Practice-Based Learning and Improvement computer simulation decision-making education graduate medical patient simulation

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Area of Science:

Medical Education
Surgical Training
Clinical Decision-Making

Background:

Accurate clinical decision-making is crucial for surgical trainees.
Web-based virtual patient case scenarios offer a novel approach to surgical education.

Purpose of the Study:

To assess the validity of web-based virtual patient scenarios.
To evaluate the impact of these scenarios on resident decision-making accuracy in general surgery.

Main Methods:

71 surgical residents (PGY1-5) used online virtual patient cases over an academic year.
Residents completed cases individually, receiving immediate feedback and the option to repeat them.
Faculty reviewed performance reports during debriefing sessions to focus on identified knowledge gaps.

Main Results:

Resident scores on virtual cases increased by 25% from PGY1 to PGY5 (p < 0.001).
Residents repeating cases showed significant score improvements, with an average increase of 46 points between the first and second attempts (p < 0.001).
63% of residents repeated at least one case before the debriefing session.

Conclusions:

Web-based virtual patient scenarios demonstrate potential as valid tools for assessing surgical resident competency.
The ability for residents to repeat cases after feedback significantly enhances performance, supporting the practicality of repeated training for competence.
Further studies are needed to gather evidence on other forms of validity for these educational tools.