Virtual Patient Journey: a novel learning resource

• Published in: The clinical teacher 2020-06, Vol.17 (3), p.315-319
• Main Authors: Salem, Joseph, Fukuta, Junaid, Coombs, Alan, Morgan, Justin
• Format: Article
• Language: English
• ISSN: 1743-4971; 1743-498X
• DOI: 10.1111/tct.13101

Summary Background Virtual Patient Journey (VPJ) is a novel online resource that follows a patient through their illness and integrates first‐person video content with in‐video decision making, allowing the student to take on the responsibility of a health care professional. The aim of our project was to compare this new VPJ format with standard teaching tutorials. Methods Third‐year medical students selected from two Bristol hospitals were allocated to either the VPJ format or a typical tutorial‐style teaching session. Both formats covered an identical level and scope of material and lasted the same length of time. Data were collected on pre‐ and post‐test knowledge and confidence gain using self‐reported questionnaires at the time of the teaching. Results The study recruited 30 students. The average knowledge gain for the VPJ group and for the tutorial group was 39% and 35%, respectively. The confidence increase was 2.4 and 1.8 on a scale of 1–10 for the VPJ and tutorial groups, respectively. Of the students who used the VPJ, 92% believed that it was a useful teaching resource and 96% enjoyed the VPJ experience and would re‐watch the material at home. Conclusions VPJ can expose students to clinical situations that they may not see on placement and can help to deliver a baseline level of clinical exposure and knowledge. Our VPJ may help overcome the rigidity of current virtual patients in teaching a range of core competencies and also allowing the students to take responsibility for a patient's care in a safe, controlled environment.