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Modelling Feedback in Virtual Patients: An Iterative Approach.

Natalia Stathakarou1, Andrzej A Kononowicz1, Lars Henningsohn1

  • 1Karolinska Institutet, Stockholm, Sweden.

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|April 22, 2018
PubMed
Summary
This summary is machine-generated.

This study presents a systematic approach to designing feedback models for virtual patients (VPs) in Massive Open Online Courses (MOOCs). It offers a framework to enhance VP learning experiences and clinical reasoning skills.

Keywords:
Virtual patientsfeedbackmedical education

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Area of Science:

  • Medical Education
  • Health Informatics
  • Digital Learning

Background:

  • Virtual Patients (VPs) are increasingly used in Massive Open Online Courses (MOOCs) to develop clinical reasoning skills.
  • Effective feedback is crucial for branched VPs but lacks design guidance, especially within MOOCs.

Purpose of the Study:

  • To share experiences in developing a feedback model for a bladder cancer VP within a Urology MOOC.
  • To systematize the improvement of VP components using literature frameworks and a feedback module.

Main Methods:

  • An iterative design process in three steps was employed to build the feedback model.
  • Known literature frameworks were adapted and extended with a feedback module.
  • The design and redesign process was illustrated with content from a bladder cancer VP.

Main Results:

  • A systematic approach to improving VP components, including feedback, was demonstrated.
  • The study provides a practical example of designing and refining feedback within a VP for a MOOC setting.
  • The process led to the enhancement of the VP's learning quality.

Conclusions:

  • The developed feedback model offers a starting point for discussions on designing feedback in VPs.
  • The findings invite future research into optimizing feedback mechanisms for VPs in online learning environments.
  • This work contributes to the effective integration of VPs and feedback in medical education MOOCs.