Academic Journal
Virtual Standardized Patient Simulation ; Case Development and Pilot Application to High-Value Care
| العنوان: | Virtual Standardized Patient Simulation ; Case Development and Pilot Application to High-Value Care |
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| المؤلفون: | Bond, William F., Lynch, Teresa J., Mischler, Matthew J., Fish, Jessica L., McGarvey, Jeremy S., Taylor, Jason T., Kumar, Dipen M., Mou, Kyle M., Ebert-Allen, Rebecca A., Mahale, Dilip N., Talbot, Thomas B., Aiyer, Meenakshy |
| المصدر: | Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare ; volume 14, issue 4, page 241-250 ; ISSN 1559-713X 1559-2332 |
| بيانات النشر: | Ovid Technologies (Wolters Kluwer Health) |
| سنة النشر: | 2019 |
| الوصف: | Introduction High-value care (HVC) suggests that good history taking and physical examination should lead to risk stratification that drives the use or withholding of diagnostic testing. This study describes the development of a series of virtual standardized patient (VSP) cases and provides preliminary evidence that supports their ability to provide experiential learning in HVC. Methods This pilot study used VSPs, or natural language processing–based patient avatars, within the USC Standard Patient platform. Faculty consensus was used to develop the cases, including the optimal diagnostic testing strategies, treatment options, and scored content areas. First-year resident physician learners experienced two 90-minute didactic sessions before completing the cases in a computer laboratory, using typed text to interview the avatar for history taking, then completing physical examination, differential diagnosis, diagnostic testing, and treatment modules for each case. Learners chose a primary and 2 alternative “possible” diagnoses from a list of 6 to 7 choices, diagnostic testing options from an extensive list, and treatments from a brief list ranging from 6 to 9 choices. For the history-taking module, both faculty and the platform scored the learners, and faculty assessed the appropriateness of avatar responses. Four randomly selected learner-avatar interview transcripts for each case were double rated by faculty for interrater reliability calculations. Intraclass correlations were calculated for interrater reliability, and Spearman ρ was used to determine the correlation between the platform and faculty ranking of learners' history-taking scores. Results Eight VSP cases were experienced by 14 learners. Investigators reviewed 112 transcripts (4646 learner query-avatar responses). Interrater reliability means were 0.87 for learner query scoring and 0.83 for avatar response. Mean learner success for history taking was scored by the faculty at 57% and by the platform at 51% (ρ correlation of learner rankings = 0.80, P ... |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| DOI: | 10.1097/sih.0000000000000373 |
| الاتاحة: | http://dx.doi.org/10.1097/sih.0000000000000373 https://journals.lww.com/01266021-201908000-00006 |
| رقم الانضمام: | edsbas.7D2ADEAC |
| قاعدة البيانات: | BASE |
| DOI: | 10.1097/sih.0000000000000373 |
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