Learners’ Critical Thinking Processes when using Virtual Patient Cases

Abstract

Virtual patients (VP) are interactive computer simulations used in health education to increase student exposure to a variety of clinical cases and to develop critical thinking skills. Interdisciplinary student teams developed five VP cases focused on providing education in family planning. The cases pose questions that are complex and ill-defined to promote critical thinking. In Fall 2011–Spring 2012 we will conduct a laboratory study to examine whether complexity of virtual patient case impacts learners’ critical thinking.

Introduction

Virtual patient (VP) simulations are being used in health education as a learning resource to acquire professional competencies. Virtual patients are interactive computer-based clinical scenarios where students can learn to apply appropriate knowledge to plan and manage patient care.1 Virtual patient cases provide an environment in which students collect and analyze information from multiple sources to develop a patient-centered plan of action. Critical thinking is an important feature of health education. There are many methods to evaluate the level of critical thinking, but little research has evaluated critical thinking in the context of virtual patients.2

Methods

Students in interdisciplinary teams conducted community visits to collect relevant information for each case. Virtual patient cases were planned using VUE map logic modeling software and then translated into Web-based cases using ArticulateTM, a PC-only Microsoft PowerPoint plug-in that can be used to author interactive flash movies. Using ArticulateTM we designed eLearning activities by using interactive tools such as multiple-choice quizzes, short answer questions and order-ranking exercises that engage learners as they navigate through the real-life clinical scenarios. These tools prompt learners to utilize previous experience and conceptual knowledge. The team created questions that were complex and ill-defined to engage the learner to ask questions, follow evidence and make inferences. For each case we created a pre- and post-test to measure learning outcomes. Each case was peer- reviewed for accuracy and relevance by a minimum of four faculty experts.

We will conduct a laboratory evaluation of the VP cases with health science students in the fall 2011 and early spring 2012. We will use MoraeTM to collect data as students think aloud while they complete the VP cases. Researchers will be present to prompt students to verbalize their thinking. We will use a critical thinking framework to evaluate the elements of reasoning and this poster will present findings of critical thinking scores. Findings will provide an overall indication of critical thinking ability and show the degree to which students: understand the purpose, define the problem, identify significant points of view, gather sufficient and relevant information, explain key concepts, identify assumptions, interpret evidence, make inferences and identify implications.2

Conclusion

VP cases provide the opportunity to expose students to a variety of clinical cases, consolidate knowledge and develop critical thinking skills. Five family planning cases were published summer 2011 using the ArticulateTM platform and will be integrated into health professional education curricula.