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Related Experiment Video

Updated: Jun 4, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Validity Evidence for Using Virtual, Interactive Patient Encounters to Teach and Assess Clinical Reasoning for

John K Roberts, Nancy Weigle, James W Fox

    Academic Medicine : Journal of the Association of American Medical Colleges
    |December 17, 2024
    PubMed
    Summary
    This summary is machine-generated.

    Technology-enhanced patient simulations effectively teach and assess clinical reasoning skills in preclerkship medical students. Virtual, interactive patient (VIP) encounters and objective structured clinical examinations (OSCE) identify students needing support.

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    Area of Science:

    • Medical Education
    • Clinical Reasoning
    • Health Professions Education

    Background:

    • Clinical reasoning is crucial for medical practice, yet often receives insufficient curricular focus.
    • Integrating clinical reasoning instruction and assessment into early medical training is a persistent challenge.

    Purpose of the Study:

    • To develop and evaluate a technology-enhanced clinical reasoning curriculum for preclerkship medical students.
    • To assess the effectiveness of virtual, interactive patient (VIP) encounters in teaching and evaluating clinical reasoning skills.

    Main Methods:

    • First-year medical students participated in diagnostic reasoning sessions and 16 VIP encounters.
    • Virtual, interactive patient encounters assessed multiple clinical reasoning domains, with faculty evaluation of student responses.
    • Growth mixture modeling analyzed cumulative VIP clinical reasoning composite (CRC) scores to identify student growth trajectories.

    Main Results:

    • 117 students completed the curriculum, with a 95% response rate for VIP encounters.
    • Mean scores varied across domains: information gathering (58), illness script identification (46), hypothesis generation (64), differential diagnosis (59), and management (77).
    • Growth mixture modeling identified a 2-class model as the best fit for describing student growth trajectories based on CRC scores.

    Conclusions:

    • Integrated clinical reasoning instruction and simulation-based practice effectively teach and assess skills in the preclerkship phase.
    • Virtual, interactive patient encounters and objective structured clinical examinations can identify students at risk for lower performance in subsequent clinical years.