Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Trainee perceptions on the usefulness of virtual patients &
other support during the pre-registration training year
Jessica Thompson, Simon White & Stephen Chapman
Outline
• Background on virtual patients (VPs)
• VPs used in this research
• Aims of this research
• Methods adopted
• Pre-registration trainees perceived levels of support
• VPs as a training tool
• Conclusions
Virtual Patients: Background
• ‘A specific type of computer-based program that
simulates real-life clinical scenarios’[1]
• Various tools described as VP’s in the literature
- Still photos, video clips, mannequins, avatars and
immersive virtual reality simulations[2]
eViP, St Georges, University of London[3]
SimMan[4]
KAVE (Keele Active Virtual Environment)[5]
Virtual Patients: This Research
• Interactive, asynchronous avatars
• Interact via multiple choice and free-typing questions
• Animated responses
• Outcome based on user input
• Feedback
http://www.keelesop.co.uk/vp_childillness/
Pharmacist Pre-registration Training
• The General Pharmaceutical Council (GPhC) provide a
training manual
• Competence against performance standards
• Variation in pre-registration training[6][7]
Aim
» Wider Research:
- To evaluate the effectiveness of interactive clinical avatars
at supporting pre-registration training.
» Specific Focus:
- To explore pre-registration trainee’s perspectives on the
level of support in pre-registration training.
- To determine whether VP case studies
would be a useful resource in the
pre-registration training year.
Methods
» Wider Research:
• Pharmacy pre-registration trainees 2014-2015
• Completed VP or non-interactive case studies
- Emergency hormonal contraception
- Renal function
- Childhood illnesses
• Knowledge assessed
Methods
» Specific Focus:
• Purposive sampling for telephone interviews
• Semi-structured interviews
• Framework analysis
Interview Demographics
• 20 telephone interviews –
- 9 VP group
- 11 control group
• 85% female : 15% male
• 50% community : 50% hospital
• Lasted ~45 minutes
Support in pre-registration training
» How much support did trainees feel they
received during the year?
0123456789
10
A lot Moderate A little
No
. o
f tr
ain
ees
Perceived Level of Support
Support in pre-registration training
» What kind of support did trainees receive?
Training Provider
Study days
Role Plays
OSCEs
Study Time
Other Resources
CPPE
On-Track
Mock Exam
Past Papers
Themes
Novelty UsabilityLearning
Styles
Application of
Learning
Pre-registration
Sector Variation
“…I haven’t used anything like this before…it’s up-and-coming
technology…”
Respondent 75: Community, Female
“…I did find the virtual cases much more interesting to do as
part of the training; I think the paper cases are just a bit boring to
do…”
Respondent 96: Community, Female
Novelty
Usability
“…having the flexibility to go and use an online resource makes
it easier, because we’re so busy in pre-reg …”
Respondent 136: Hospital, Male
“…difficult to find reputable resources. These cases which are
easy to access are up-to-date...”
Respondent 50: Hospital, Female
Learning Styles
• 100% of trainees in the VP group provided comments relating
to them learning better through practice
“...I learn better by doing and they [the VP cases] helped the
information stick in my mind more...”
Respondent 96: Community, Female
“…help individuals identify how they learn best.”
Respondent 60: Community, Female
Application of Learning
• 100% of trainees in the VP group reported that the VP
allowed them to apply their learning
“…it [the VP] is another way to utilise skills and practice what
you’re learning.”
Respondent 136: Hospital, Male
“…a chance to practice in a safe environment…I have applied
that learning to day-to-day real life practice…”
Respondent 75: Community, Female
Application of Learning
‘…I even referred a patient to get EllaOne when she was more
than 3 days over, so I actually used what I’d learnt in practice.’
Respondent 60: Community, Female
Variation in Pre-registration Sectors
“…everybody has such different experiences and support…I
definitely felt more prepared for the exam and future…”
Respondent 58: Hospital, Male
“...over the counter cases because they don’t have all that
exposure… for those who don’t work in a hospital setting; maybe
like renal function or liver function….it’s
finding a balance between them.’
Respondent 96: Community, Female
Conclusions
» VPs were reported to:
– be more enjoyable and usable
– allow trainees to learn in different ways
– be a potential way of ‘bridging the gap’ in variation between
sectors
– allow application of learning in a safe environment before
qualification
» Results indicate the VP could be a valuable
training tool and an area for further investigation
References
[1] Association of American Medical Colleges Institute for Improving Medical Education, Effective Use of Educational
Technology in Medical Education. Colloquium on Educational Technology: Recommendations and Guideline for Medical
Educators. March 2007.
[2] Chapman S (2012). The Use of Simulation Technology in the MPharm Programme. A report to the Pharmacy
Schools Council
[3] St George’s University of London, elu.London e-learning unit. (2017).
https://labyrinth.sgul.ac.uk/mnode.asp?id=qgxlrdbarsx9qarsx9qgxlrdb1rx7jz
[4] Laerdal, SimMan®. (2017). https://www.kynectiv.com/platforms/decisionsim
[5] Keele University, KAVE. (2017). https://www.keele.ac.uk/pharmacy/digital/kave/
[6] Blenkinsopp, Marshall, Roberts et al. (2015) General Pharmaceutical Council Survey of 2013/14 Pre-registration
Trainees
[7] GPhC. (2015). Meeting of the Council, Thursday 10 September 2015.
Thank you