Article from the journal “Modern Problems of Science and Education” USE OF “VIRTUAL PATIENT” TECHNOLOGY IN MEDICAL EDUCATION.
Authors: Yudaeva Y.A., Nevolina V.V., Z.F. Zakirzyanova.
Recently, the requirements for the level of training of future specialists have changed in the medical field. Modern society expects a graduate to have a qualitatively new level of professionalism: a combination of a good theoretical base with a well-developed practical component. Especially important is the initial acquisition of practical skills, which form the further formation of the student as a specialist.
In the face of the pandemic, modern education, including medical education, has many problems. First of all, this is due to the introduction of the distance format of work in the educational process, which limits the opportunity for the medical student to contact real patients and practice practical skills. The peculiarity of medical education is that the formation of most professional competencies of a future graduate is closely related to the traditional forms of education, which require working at the “patient’s bedside”. These are communication skills, clinical thinking skills, and practical manipulation skills. In this regard, the professional medical community seriously criticizes the use of distance technology in medical education.
But the situation is such that the new coronavirus infection dictates its own rules, and medical education must also adapt to the new realities. The task of the university in the new conditions is to continue to effectively train medical students, to actively help them to master the necessary skills and abilities, and to introduce objective methods of controlling their formation.
One of the modern trends in pedagogy is the use of various electronic technologies. In higher medical education today this is a very relevant direction [1]. Recently, the Virtual Patient methodology has been actively introduced into the medical education space, but the methodological aspects and experience of its application are insufficiently covered in the domestic literature, and there are no clear mechanisms for integrating this simulation methodology into the educational process. The exchange of experience and the development of an educational and methodological framework for this methodology are required for quality results.
Purpose of the study
Evaluating the feasibility and effectiveness of implementing the Virtual Patient methodology in teaching clinical thinking skills, demonstrating my own experience of using the Virtual Patient program in the teaching process.
Materials and methods of research
To achieve this goal in the course of the discipline “Simulation course, emergencies in general medical practice” during the control of independent work of 6th year students of medical faculty “Virtual patient Academix3D” program was used. To assess the effectiveness of training using the “virtual patient” was analyzed its own teaching experience, conducted a survey of students (280 people) to establish the level of satisfaction.
Results of the study and discussion
At Orenburg State Medical University, the Virtual Patient technology is implemented in two versions: “Bodyinteract” and “Akademiks3D”. Both programs are used in the educational process, but the Bodyinteract program is oriented to the postgraduate level of education (residency, PDO), and the Academic3D Virtual Patient program is used in work with students. The interactive application “Virtual Patient Academics3D” allows the student to work in two modes: theory and practice. Preliminary independent work of the student in theory mode allows you to get theoretical knowledge of the classification, pathogenesis, anamnesis, clinical picture, methods of diagnosis and treatment of various diseases. The study of theoretical material is presented in the form of a quest, which makes the learning process more exciting for the student. Both modes (theory and practice) can be implemented in two forms – study and exam. In the practical sessions, the trainee uses a mode of study that allows the student or instructor to select a particular disease and study it step-by-step. In the final exam session, clinical scenarios are dropped at random without nosology, and the student is asked to demonstrate patient skills at various stages.
To familiarize students with the “Virtual Patient” technique and the features of working with the program during the classroom (or online teacher) demonstration of several clinical situations in accordance with the subject of the class. “Virtual Patient Academics3D” is an interactive computer program for simulating clinical scenarios of the therapeutic profile. This program allows you to simulate the examination of a patient as a district therapist during an initial appointment. The interface of the Academic3D Virtual Patient system is simple and intuitive and allows students to quickly learn the mode of operation.
Before you begin your independent work, the instructor sets a general goal: “You are a district therapist. Your task is to conduct primary and follow-up appointments. It outlines the main obligatory stages for realization of the goal: to interview the patient; to conduct a physical examination; to put forward three diagnostic hypotheses; to prescribe the necessary laboratory-instrumental examination; to evaluate the results of the examination; to make a complete clinical diagnosis; to prescribe treatment.
The task of the student is to make the right decision at each of the next steps within a given time frame. In distance learning, students have remote access to a computer to work with an instructor online.
Work with the patient begins with questioning. Communication with the patient is realized with the use of text chat, the received information is added to the electronic case history on the monitor screen. Virtual patients are of different genders, ages, and show different positions and movements during appointments. After collecting the complaints and anamnesis, the “doctor” proceeds to the physical examination. The program does not assess the technique of palpation, percussion and auscultation, but it does assess the student’s ability to interpret the results of an objective examination. To do this, the student points the cursor at fixed points on the patient’s body, and the monitor displays the result of the “manipulation performed”. The auscultatory data evaluation is performed according to the same scheme, but there is an opportunity to listen to an audio recording with sound when pointing to a standard point.
Based on the data obtained, the student must make three preliminary diagnoses and demonstrate skills in differential diagnosis using laboratory and instrumental methods of examination. The student is offered a standard set from which he can choose any methods, without limiting himself, and get the result. If there is any doubt about the final diagnosis, it is possible to return to any stage of work with the patient (as long as there is time left).
The assignment is successfully completed after a final diagnosis (primary and comorbid) is formulated and appropriate treatment is prescribed.
The result of each student’s work is saved on the desktop in the form of a detailed report that gives a detailed evaluation of each step and a cumulative grade. The report is available for review by the student and the instructor.
Based on the results of work with the Virtual Patient program, a questionnaire was administered to students to assess their satisfaction with the simulator (table).
Evaluating the effectiveness of Virtual Patient technology among students
| Question |
Yes |
I can’t answer that. |
No |
| Use of “virtual patient” technology effectively trains clinical thinking skills |
73% |
18% |
9% |
| The “virtual patient” technology gives a more complete immersion in the learning process compared to a traditional hands-on session |
83% |
7% |
10% |
| The result of training on the simulator depends on the level of training of students |
71% |
1% |
28% |
| The result of training on the simulator depends on the level of complexity of the scenario |
29% |
8% |
63% |
| The feedback system in the Virtual Patient program can completely replace debriefing with a teacher |
59% |
2% |
39% |
| I am fully satisfied with the implementation of the Virtual Patient technology in the educational process |
88% |
10% |
2% |
| My motivation to continue learning has increased with the introduction of Virtual Patient technology into the process |
98% |
0% |
2% |
| The “virtual patient” technology should be used in the learning process along with traditional forms of |
100% |
– |
– |
When asked, “How satisfied are you with the implementation of the Virtual Patient technology? 88% of students responded, “Completely satisfied. 98% of the students indicated that they were fully engaged and immersed in the educational process, which is an important positive point. 73% confirm that using this technique trains clinical thinking skills. 59% of the students appreciated the feedback system (report), the rest felt that debriefing with the instructor produced a higher result. 71% of respondents believe that the result depends on the level of training of students, 29% say – on the level of complexity of the scenario. 100% of students believe that this technology should be used in the learning process along with traditional forms.
The disadvantage of the Virtual Patient technique was cited by 61% of the students as a lack of emotional contact and real interaction.
The Virtual Patient device includes several simulation technologies: robotic patient simulators, a standardized patient simulating a clinical case, and interactive computer simulation of the situation [2, 3]. The first two technologies have long been successfully implemented in medical education and are actively used to practice chiropractic skills in a simulation center, which is impossible in a distance learning format. Multimedia clinical case simulation is a relatively young technology, which was first tested in the training of medical staff in the 1970s. [In Russian medical education, these technologies appeared relatively recently, but have been actively introduced in medical education only in recent years [6, 7].
“Virtual patient” gives the future physician the opportunity to form non-technical skills – clinical thinking [8, 9]. The “Virtual Patient Academics3D” system simulates a realistic environment of a district therapist’s office and gives the student the opportunity to form professional competencies while working with “patients”. Highly realistic patients present complaints, demonstrate clinical signs of disease, and allow for physical examination. The program offers a large number of scenarios with different profiles (pathology of the respiratory system, blood circulation, urinary tract, etc.). Scenarios is a multilevel structure with blocks of information about the patient’s condition, and one nosology is presented in several variants, which reduces the probability of accidental correct decisions. Each scenario offers a standard set of laboratory-instrumental examinations from which to choose. A detailed on-screen report shows the student and the instructor the results of the work at all stages (benchmark and actual versions). The program allows you to build a system of achievements of the student in his personal account, which is a motivating factor for him. The advantages of this system are the dynamic process of creating “virtual patients,” the possibility of feedback to developers through messages.
Virtual patients give medical students the opportunity to practice clinical thinking and medical decision-making skills in an environment very close to the real world, which is especially important in environments where access to clinics is limited.
Working with a virtual patient has a number of positive aspects that should be used for a very wide range of tasks. The program allows the student to access the “patient” on demand, at a convenient time for him (which is especially important in the case of controlling the independent work), increases the autonomy of the student and reduces the burden on the teacher. The simulated scenario can be replayed several times, implementing various options for action, achieving the solution to the problem. Another advantage of working with an artificial patient is the possibility of imitating patients suffering from rare, orphan diseases, which is difficult in a medical organization. Despite the large number of clinical scenarios, working in the program provides standardization of training and monitoring methods.
A number of foreign authors in their works describe the Virtual Patient method as a game format of training in medical education [9]. When implementing simulation technologies in the educational process, game technologies (gamification) are of greatest interest as a specific form of interaction between the student and the teacher in the implementation of a given scenario. Since ancient times, game technology has been used as a method of teaching and a way to transfer experience, and today it is relevant to higher education, especially medical school.
The importance of game technology varies at different stages of learning. In the younger courses, more traditional forms of learning, such as business and/or role-playing games with simple linear scenarios, should be used in the first place when forming students’ general medical knowledge, skills and abilities. Game technology should be used when practicing manual technique, practical skills and abilities; elements of a business game can be a structural element and/or evaluation tool in a practical lesson.
The Virtual Patient technology with a branched out system of clinical scenarios is more suitable for advanced students, as it contributes to the development of cognitive skills of a future doctor and is aimed at constructing a model of professional behavior. Graduate students already have some clinical experience and more easily draw parallels with real patients. Trainees regard this technique as an integration of biomedical knowledge and clinical experience. This integration provides the basis for physician decision-making, forms a system for recognizing persistent clinical and laboratory syndromes, and structures the methodology for making a diagnosis without real stress to the trainee.
The virtual environment creates a special highly realistic simulation of the professional situation, helping to learn abstract, iconic forms of professional formation in the course of performing professional actions. The virtual professional world allows a student to make a medical mistake by making the wrong decision, but the safe environment provides an opportunity to understand why it happened and to correct it without stress to the patient and the student. The Virtual Patient technology is based on scientific clinical advances and modern pedagogical game techniques. Modern students have grown up in a period of rapid development of computer technology, used to spend a lot of time in the virtual world, so they are ready to learn their profession through computer games. Digitalization and informatization of the modern educational environment are new ways of interacting with the modern generation of students. The game is a great way to learn, helping students learn effectively rather than just acquiring unnecessary knowledge. Gamification is a tool to maximize the involvement of the modern student in the learning process and positively influence the main group of learning motives.
However, the student needs competent pedagogical support throughout the process of mastering professional competencies, especially if the teacher uses game technology. The application of the “Virtual Patient” technology in the educational process requires high-quality methodological support and the development of practical recommendations for the implementation of this game method. If the required level of teacher training is insufficient, there is a risk of using pseudo-game forms in the educational process, which in fact have no practical relevance and educational value. Despite the mass of positive aspects, it should be understood that gamification involves not replacing, but modernizing traditional pedagogical forms with the introduction of new motivational schemes.
One of the requirements for pedagogical technology is its effectiveness, indicating the high efficiency of training, as well as the degree of energy consumption. The effectiveness of the Virtual Patient technology was evaluated by an expert method based on the comprehensive opinion of competent experts [10]. The experts were instructors who had many years of experience in building students’ clinical thinking skills in the implementation of clinical disciplines and, as a result, had practical decision-making capacity. The work of the experts consisted of two stages: in the first stage, the experts identified the need for the implementation of digital technology, and in the second stage, they analyzed the effectiveness of the implemented technology. The objective need for this technology is due to several things. The Virtual Patient program is the modern equivalent of the usual problem-situation tasks, based on the use of active and interactive learning tools. Restricting students’ access to the clinic to develop skills for supervising patients makes its use all the more urgent. The high efficiency of the Virtual Patient technology, according to teachers, is due to the ability to qualitatively solve such didactic tasks as:
1) building an individual educational trajectory, taking into account the different initial level of competence of the student;
2) visual presentation of educational information;
3) realistic modeling of a professional task;
4) objective control of learning outcomes, quick feedback;
5) diagnosis of errors, self-monitoring and self-correction;
6) strengthening the motivational aspect of learning.
Conclusions
The Virtual Patient software product is an effective pedagogical methodology that can be successfully used to practice clinical thinking skills and medical decision-making.
The Virtual Patient method is a problem-oriented form of learning that can be effectively used during the distance learning format.
Given the positive results, medical schools can make wider use of “virtual patient” technology in educational activities, but in order to get a quality result, it is necessary to develop ways to integrate this simulation technology into existing curricula.
Both teachers and trainees recognize the high effectiveness of this method, but we should not forget the need for face-to-face clinical sessions at the bedside of a real patient.
Bibliographical reference
Yudaeva Yu.A., Nevolina V.V., Zakirzyanova Z.F. USE OF TECHNOLOGY “VIRTUAL PATIENT” IN MEDICAL EDUCATION // Modern problems of science and education. – 2022. – № 2. ;
https://science-education.ru/ru/article/view?id=31596
1. Khan K., Tolhurst-Cleaver S., White S., Simpson W. AMEE Guide 50: Simulation in Healthcare Education. Building a Simulation Program: Practical Guide, 2011. 31р.
2. Gorshkov M.D. Simulation training in anesthesiology and resuscitation / co. M.D. Gorshkov; ed. Evdokimov. Moscow: GEOTAR-Media: ROSOMED, 2014. 312 с.
3. Zaitsev V.S. Modern Pedagogical Technologies: Textbook. In 2 books. Kn. 1. Chelyabinsk, Chelyabinsk State Pedagogical University, 2012. 411 с.
4. S.I. Karas. Virtual Patients as a Format for Simulation Training in Continuing Medical Education (Literature Review) // Bulletin of Siberian Medicine. 2020. № 19(1). С. 140-149.
5. Kamyshnikova L.A., Efremova O.A., Ivakhno E.N., Dubrova V.A. Possibilities of using simulators in medical education // Medical Technology. Evaluation and choice. 2019. № 3 (37). С. 46-52.
6. Svistunov A.A. Methods and principles of simulation training. Simulation training in medicine. Ros. Society for Simulation Education in Medicine / ed. A.A. Svistunova; co. М. D. Gorshkov. Moscow: Publishing house of the First Moscow State Medical University. И. M. Sechenov, 2013. 287 с.
7. Shmakov S.A., Nikitina B.P., Elkonin D.B., Vygotsky L.S. Game technologies // Methodological development. [Electronic resource]. URL: https://www.maam.ru/detskijsad/igrovye-tehnologi-shmakov-s-a-nikitina-b-p-yelkonin-d-b-vygotskii-l- (date of access: 19.03.2022).
8. Kolpakov F.A., Kiselev I.N. Virtual Patient // Kommersant Nauka. 2019. №. 4 (1). С. 28-29.
9. Meshcheryakova M., Podchernyaeva N., Shubina L. Training of professional manual skills and assessment of the level of their formation among medical students // Doctor. 2007. № 7. С. 81-83.
10. Khlebovich D.I. Expert survey as a tool for researching problems of higher professional education: prerequisites and practice of use // Izvestia IHEA. 2013. № 6 (92). С. 12-20.
AR/VR startups: perspectives and community.
News, VARGATESVARDIX and Vladimir Barinov: Immersing yourself in 3D magic and AR/VR innovations!
AstanaHub, a leading tech startup park, together with Vladimir Barinov, CEO of VARDIX Group, held a live broadcast on May 24 at 17:00 Moscow time on their Telegram channel on the topic “Prospects and the AR/VR startup community.
Vladimir Barinov is a producer, 3D-expert, engineer of projects in the field of interactivity, education, advertising, cinema, medicine and entertainment, founder of the VARDIX group of companies.
AR (augmented reality) and VR (virtual reality) are areas that currently have great potential and offer interesting prospects for startups. Both directions are developing rapidly and find application in various industries, such as the gaming industry, education, medicine, architecture, tourism and many others.
AR/VR startup community.
The AR/VR startup community is growing rapidly, with many companies involved in various aspects of these technologies. There are specialized conferences, exhibitions, and communities where entrepreneurs and developers can exchange experiences, find investors and partners, and receive feedback from experts in the AR/VR field. In late 2018, VARDIX and AstanaHub jointly embarked on an initiative to bring together computer graphics and virtual/ augmented reality professionals. This effort led to the formation of a specialized 3D graphics conference known as CG-SREDA.
VARDIX, in turn, actively seeks to share its experience and receives valuable feedback in return, which greatly enhances the professional level of all developers in various fields. We maintain effective interaction with major companies in Kazakhstan specializing in 3D graphics, striving together to achieve a common goal.
Perspectives on AR/VR startups.
The possibilities of AR/VR technologies are constantly expanding, and every year new innovative products and services appear. One of the key reasons for the growing interest in AR/VR startups is improving technology and equipment availability. AR/VR startups also receive support and funding from venture capitalists, investment funds and large technology companies. This helps startups attract talent, adopt the latest technology, and scale in the marketplace.
Overall, the prospects for AR/VR startups are very favorable. As interest in augmented and virtual reality grows, new technologies are expected to emerge, products and services will improve, and applications will expand. This creates great opportunities for entrepreneurs and innovators who want to contribute to the AR/VR industry and change our reality.
If you have any questions and/or suggestions, you can contact us through our contact page.
Technopark of the Future
News, VARGATESTechnopark of the future and virtual events come together: VARGATES and AstanaHub announced the launch of a new AstanaHub test location.
AstanaHub, one of the leading tech startup parks, and VARDIX group of companies specializing in the development of virtual worlds, are pleased to announce the launch of AstanaHub’s new test location on the VARGATES platform. This collaboration aims to empower virtual events and exhibitions by providing unique virtual spaces to communicate, learn, and showcase projects.
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VARGATES and AstanaHub reaffirm their commitment to building a future where technology, culture and innovation intertwine in a unique virtual experience. This partnership offers unique opportunities for all stakeholders to contribute and be part of the development of the global startup and innovation community.
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Virtual events and exhibitions offer a wide range of benefits, including geographic flexibility, accessibility to attendees from around the world, and interactive opportunities for interaction and networking. Visitors will be able to immerse themselves in the virtual space of AstanaHub, watch project presentations, ask questions of experts, participate in discussions and make valuable connections with professionals from different fields.
VARGATES is becoming a platform that brings together various industries, offering them the opportunity to harness the power of virtual and augmented reality to reach new heights in education, entertainment and collaboration. The AstanaHub test location is just one of many steps in this direction.
If you are interested in participating or would like to learn more about VARGATES and AstanaHub, visit their official websites or contact representatives for more information. Time and space merge to create new perspectives and inspire a new generation of entrepreneurs and innovators.
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Assessing the feasibility and effectiveness of implementing the “Virtual Patient” methodology
ArticlesArticle from the journal “Modern Problems of Science and Education” USE OF “VIRTUAL PATIENT” TECHNOLOGY IN MEDICAL EDUCATION.
Authors: Yudaeva Y.A., Nevolina V.V., Z.F. Zakirzyanova.
Recently, the requirements for the level of training of future specialists have changed in the medical field. Modern society expects a graduate to have a qualitatively new level of professionalism: a combination of a good theoretical base with a well-developed practical component. Especially important is the initial acquisition of practical skills, which form the further formation of the student as a specialist.
In the face of the pandemic, modern education, including medical education, has many problems. First of all, this is due to the introduction of the distance format of work in the educational process, which limits the opportunity for the medical student to contact real patients and practice practical skills. The peculiarity of medical education is that the formation of most professional competencies of a future graduate is closely related to the traditional forms of education, which require working at the “patient’s bedside”. These are communication skills, clinical thinking skills, and practical manipulation skills. In this regard, the professional medical community seriously criticizes the use of distance technology in medical education.
But the situation is such that the new coronavirus infection dictates its own rules, and medical education must also adapt to the new realities. The task of the university in the new conditions is to continue to effectively train medical students, to actively help them to master the necessary skills and abilities, and to introduce objective methods of controlling their formation.
One of the modern trends in pedagogy is the use of various electronic technologies. In higher medical education today this is a very relevant direction [1]. Recently, the Virtual Patient methodology has been actively introduced into the medical education space, but the methodological aspects and experience of its application are insufficiently covered in the domestic literature, and there are no clear mechanisms for integrating this simulation methodology into the educational process. The exchange of experience and the development of an educational and methodological framework for this methodology are required for quality results.
Purpose of the study
Evaluating the feasibility and effectiveness of implementing the Virtual Patient methodology in teaching clinical thinking skills, demonstrating my own experience of using the Virtual Patient program in the teaching process.
Materials and methods of research
To achieve this goal in the course of the discipline “Simulation course, emergencies in general medical practice” during the control of independent work of 6th year students of medical faculty “Virtual patient Academix3D” program was used. To assess the effectiveness of training using the “virtual patient” was analyzed its own teaching experience, conducted a survey of students (280 people) to establish the level of satisfaction.
Results of the study and discussion
At Orenburg State Medical University, the Virtual Patient technology is implemented in two versions: “Bodyinteract” and “Akademiks3D”. Both programs are used in the educational process, but the Bodyinteract program is oriented to the postgraduate level of education (residency, PDO), and the Academic3D Virtual Patient program is used in work with students. The interactive application “Virtual Patient Academics3D” allows the student to work in two modes: theory and practice. Preliminary independent work of the student in theory mode allows you to get theoretical knowledge of the classification, pathogenesis, anamnesis, clinical picture, methods of diagnosis and treatment of various diseases. The study of theoretical material is presented in the form of a quest, which makes the learning process more exciting for the student. Both modes (theory and practice) can be implemented in two forms – study and exam. In the practical sessions, the trainee uses a mode of study that allows the student or instructor to select a particular disease and study it step-by-step. In the final exam session, clinical scenarios are dropped at random without nosology, and the student is asked to demonstrate patient skills at various stages.
To familiarize students with the “Virtual Patient” technique and the features of working with the program during the classroom (or online teacher) demonstration of several clinical situations in accordance with the subject of the class. “Virtual Patient Academics3D” is an interactive computer program for simulating clinical scenarios of the therapeutic profile. This program allows you to simulate the examination of a patient as a district therapist during an initial appointment. The interface of the Academic3D Virtual Patient system is simple and intuitive and allows students to quickly learn the mode of operation.
Before you begin your independent work, the instructor sets a general goal: “You are a district therapist. Your task is to conduct primary and follow-up appointments. It outlines the main obligatory stages for realization of the goal: to interview the patient; to conduct a physical examination; to put forward three diagnostic hypotheses; to prescribe the necessary laboratory-instrumental examination; to evaluate the results of the examination; to make a complete clinical diagnosis; to prescribe treatment.
The task of the student is to make the right decision at each of the next steps within a given time frame. In distance learning, students have remote access to a computer to work with an instructor online.
Work with the patient begins with questioning. Communication with the patient is realized with the use of text chat, the received information is added to the electronic case history on the monitor screen. Virtual patients are of different genders, ages, and show different positions and movements during appointments. After collecting the complaints and anamnesis, the “doctor” proceeds to the physical examination. The program does not assess the technique of palpation, percussion and auscultation, but it does assess the student’s ability to interpret the results of an objective examination. To do this, the student points the cursor at fixed points on the patient’s body, and the monitor displays the result of the “manipulation performed”. The auscultatory data evaluation is performed according to the same scheme, but there is an opportunity to listen to an audio recording with sound when pointing to a standard point.
Based on the data obtained, the student must make three preliminary diagnoses and demonstrate skills in differential diagnosis using laboratory and instrumental methods of examination. The student is offered a standard set from which he can choose any methods, without limiting himself, and get the result. If there is any doubt about the final diagnosis, it is possible to return to any stage of work with the patient (as long as there is time left).
The assignment is successfully completed after a final diagnosis (primary and comorbid) is formulated and appropriate treatment is prescribed.
The result of each student’s work is saved on the desktop in the form of a detailed report that gives a detailed evaluation of each step and a cumulative grade. The report is available for review by the student and the instructor.
Based on the results of work with the Virtual Patient program, a questionnaire was administered to students to assess their satisfaction with the simulator (table).
Evaluating the effectiveness of Virtual Patient technology among students
When asked, “How satisfied are you with the implementation of the Virtual Patient technology? 88% of students responded, “Completely satisfied. 98% of the students indicated that they were fully engaged and immersed in the educational process, which is an important positive point. 73% confirm that using this technique trains clinical thinking skills. 59% of the students appreciated the feedback system (report), the rest felt that debriefing with the instructor produced a higher result. 71% of respondents believe that the result depends on the level of training of students, 29% say – on the level of complexity of the scenario. 100% of students believe that this technology should be used in the learning process along with traditional forms.
The disadvantage of the Virtual Patient technique was cited by 61% of the students as a lack of emotional contact and real interaction.
The Virtual Patient device includes several simulation technologies: robotic patient simulators, a standardized patient simulating a clinical case, and interactive computer simulation of the situation [2, 3]. The first two technologies have long been successfully implemented in medical education and are actively used to practice chiropractic skills in a simulation center, which is impossible in a distance learning format. Multimedia clinical case simulation is a relatively young technology, which was first tested in the training of medical staff in the 1970s. [In Russian medical education, these technologies appeared relatively recently, but have been actively introduced in medical education only in recent years [6, 7].
“Virtual patient” gives the future physician the opportunity to form non-technical skills – clinical thinking [8, 9]. The “Virtual Patient Academics3D” system simulates a realistic environment of a district therapist’s office and gives the student the opportunity to form professional competencies while working with “patients”. Highly realistic patients present complaints, demonstrate clinical signs of disease, and allow for physical examination. The program offers a large number of scenarios with different profiles (pathology of the respiratory system, blood circulation, urinary tract, etc.). Scenarios is a multilevel structure with blocks of information about the patient’s condition, and one nosology is presented in several variants, which reduces the probability of accidental correct decisions. Each scenario offers a standard set of laboratory-instrumental examinations from which to choose. A detailed on-screen report shows the student and the instructor the results of the work at all stages (benchmark and actual versions). The program allows you to build a system of achievements of the student in his personal account, which is a motivating factor for him. The advantages of this system are the dynamic process of creating “virtual patients,” the possibility of feedback to developers through messages.
Virtual patients give medical students the opportunity to practice clinical thinking and medical decision-making skills in an environment very close to the real world, which is especially important in environments where access to clinics is limited.
Working with a virtual patient has a number of positive aspects that should be used for a very wide range of tasks. The program allows the student to access the “patient” on demand, at a convenient time for him (which is especially important in the case of controlling the independent work), increases the autonomy of the student and reduces the burden on the teacher. The simulated scenario can be replayed several times, implementing various options for action, achieving the solution to the problem. Another advantage of working with an artificial patient is the possibility of imitating patients suffering from rare, orphan diseases, which is difficult in a medical organization. Despite the large number of clinical scenarios, working in the program provides standardization of training and monitoring methods.
A number of foreign authors in their works describe the Virtual Patient method as a game format of training in medical education [9]. When implementing simulation technologies in the educational process, game technologies (gamification) are of greatest interest as a specific form of interaction between the student and the teacher in the implementation of a given scenario. Since ancient times, game technology has been used as a method of teaching and a way to transfer experience, and today it is relevant to higher education, especially medical school.
The importance of game technology varies at different stages of learning. In the younger courses, more traditional forms of learning, such as business and/or role-playing games with simple linear scenarios, should be used in the first place when forming students’ general medical knowledge, skills and abilities. Game technology should be used when practicing manual technique, practical skills and abilities; elements of a business game can be a structural element and/or evaluation tool in a practical lesson.
The Virtual Patient technology with a branched out system of clinical scenarios is more suitable for advanced students, as it contributes to the development of cognitive skills of a future doctor and is aimed at constructing a model of professional behavior. Graduate students already have some clinical experience and more easily draw parallels with real patients. Trainees regard this technique as an integration of biomedical knowledge and clinical experience. This integration provides the basis for physician decision-making, forms a system for recognizing persistent clinical and laboratory syndromes, and structures the methodology for making a diagnosis without real stress to the trainee.
The virtual environment creates a special highly realistic simulation of the professional situation, helping to learn abstract, iconic forms of professional formation in the course of performing professional actions. The virtual professional world allows a student to make a medical mistake by making the wrong decision, but the safe environment provides an opportunity to understand why it happened and to correct it without stress to the patient and the student. The Virtual Patient technology is based on scientific clinical advances and modern pedagogical game techniques. Modern students have grown up in a period of rapid development of computer technology, used to spend a lot of time in the virtual world, so they are ready to learn their profession through computer games. Digitalization and informatization of the modern educational environment are new ways of interacting with the modern generation of students. The game is a great way to learn, helping students learn effectively rather than just acquiring unnecessary knowledge. Gamification is a tool to maximize the involvement of the modern student in the learning process and positively influence the main group of learning motives.
However, the student needs competent pedagogical support throughout the process of mastering professional competencies, especially if the teacher uses game technology. The application of the “Virtual Patient” technology in the educational process requires high-quality methodological support and the development of practical recommendations for the implementation of this game method. If the required level of teacher training is insufficient, there is a risk of using pseudo-game forms in the educational process, which in fact have no practical relevance and educational value. Despite the mass of positive aspects, it should be understood that gamification involves not replacing, but modernizing traditional pedagogical forms with the introduction of new motivational schemes.
One of the requirements for pedagogical technology is its effectiveness, indicating the high efficiency of training, as well as the degree of energy consumption. The effectiveness of the Virtual Patient technology was evaluated by an expert method based on the comprehensive opinion of competent experts [10]. The experts were instructors who had many years of experience in building students’ clinical thinking skills in the implementation of clinical disciplines and, as a result, had practical decision-making capacity. The work of the experts consisted of two stages: in the first stage, the experts identified the need for the implementation of digital technology, and in the second stage, they analyzed the effectiveness of the implemented technology. The objective need for this technology is due to several things. The Virtual Patient program is the modern equivalent of the usual problem-situation tasks, based on the use of active and interactive learning tools. Restricting students’ access to the clinic to develop skills for supervising patients makes its use all the more urgent. The high efficiency of the Virtual Patient technology, according to teachers, is due to the ability to qualitatively solve such didactic tasks as:
1) building an individual educational trajectory, taking into account the different initial level of competence of the student;
2) visual presentation of educational information;
3) realistic modeling of a professional task;
4) objective control of learning outcomes, quick feedback;
5) diagnosis of errors, self-monitoring and self-correction;
6) strengthening the motivational aspect of learning.
Conclusions
The Virtual Patient software product is an effective pedagogical methodology that can be successfully used to practice clinical thinking skills and medical decision-making.
The Virtual Patient method is a problem-oriented form of learning that can be effectively used during the distance learning format.
Given the positive results, medical schools can make wider use of “virtual patient” technology in educational activities, but in order to get a quality result, it is necessary to develop ways to integrate this simulation technology into existing curricula.
Both teachers and trainees recognize the high effectiveness of this method, but we should not forget the need for face-to-face clinical sessions at the bedside of a real patient.
Bibliographical reference
Yudaeva Yu.A., Nevolina V.V., Zakirzyanova Z.F. USE OF TECHNOLOGY “VIRTUAL PATIENT” IN MEDICAL EDUCATION // Modern problems of science and education. – 2022. – № 2. ;
https://science-education.ru/ru/article/view?id=31596
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3. Zaitsev V.S. Modern Pedagogical Technologies: Textbook. In 2 books. Kn. 1. Chelyabinsk, Chelyabinsk State Pedagogical University, 2012. 411 с.
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6. Svistunov A.A. Methods and principles of simulation training. Simulation training in medicine. Ros. Society for Simulation Education in Medicine / ed. A.A. Svistunova; co. М. D. Gorshkov. Moscow: Publishing house of the First Moscow State Medical University. И. M. Sechenov, 2013. 287 с.
7. Shmakov S.A., Nikitina B.P., Elkonin D.B., Vygotsky L.S. Game technologies // Methodological development. [Electronic resource]. URL: https://www.maam.ru/detskijsad/igrovye-tehnologi-shmakov-s-a-nikitina-b-p-yelkonin-d-b-vygotskii-l- (date of access: 19.03.2022).
8. Kolpakov F.A., Kiselev I.N. Virtual Patient // Kommersant Nauka. 2019. №. 4 (1). С. 28-29.
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10. Khlebovich D.I. Expert survey as a tool for researching problems of higher professional education: prerequisites and practice of use // Izvestia IHEA. 2013. № 6 (92). С. 12-20.
VARDIX will participate in the VI Central Asian International Scientific and Practical Conference on Medical Education
NewsEducation of the Future: An Important Event for the Medical Community!
From April 20 to 21, 2023, the VI Central Asian International Scientific and Practical Conference on Medical Education “Education of the Future: Winds of Change” will take place. The event is one of the leading events in medical education, attracting participants from all over the world.
The main goal of the conference is to develop international cooperation and strategic partnerships in the field of medical education. It creates a platform for the exchange of experience and transfer of knowledge between scientists, teachers, students and heads of educational organizations.
The conference will include various formats of events, including roundtables, sessions, master classes, young scientists’ sessions, a clinical scenario competition, and an Olympiad for 4-5 year students. These events will allow participants to discuss current issues, share experiences, and update their knowledge of medical education.
Special attention will be paid to the exhibition, which will feature books, medical products, simulators and simulators. Participants will be able to learn about the latest advances in medical technology and training.
In addition, leading employees of VARDIX GROUP, a company specializing in the development of interactive software and virtual universities, will participate in the conference. They will present their latest developments and share their experiences, which will be useful to participants in the research and educational community.
We invite all interested educational leaders, scientists, teachers, and students to participate in this meaningful conference and contribute to the development of medical education. Participants have a unique opportunity to share knowledge, establish new contacts and expand their professional network.
The conference also provides a forum for discussion of current challenges and trends in medical education. Participants will be able to learn about the latest research, innovative teaching methods and best practices in health care.
An important aspect of the conference is the exhibition, where participants will be able to learn about advanced medical technologies, educational resources and tools. State-of-the-art books, medical products, virtual simulators and equipment will be on display to enhance the quality of education and practical skills of medical professionals.
We invite you to actively participate in this conference to exchange experiences, learn about the latest trends and take part in professional discussions. Your input and knowledge will help improve medical education and contribute to the future of health care.
For more information about the 6th Central Asian International Scientific and Practical Conference on Medical Education “Education of the Future: Winds of Change”, please visit the official website: https://qmu.edu.kz/ru/news/view/4598.
Don’t miss the opportunity to be part of this important event and contribute to the future of medical education!
New Horizons of Education: VR Technology in Safety Education
Articles, VARGATESIndustrial workers often face the risks and threats associated with their various jobs. To minimize these risks, it is necessary to train workers in safety and one of the most effective ways of training is through the use of virtual reality (VR).
VR is a technology that creates an immersive environment in which the user can interact with the virtual world as if they were in it physically. Learning in this environment has many advantages:
Some companies have long used this technology to train their employees. One of the first was Walmart, which used the VR environment to train its employees how to react properly in case of a fire in the store. The results were impressive – employees who were trained in the VR environment performed better on knowledge tests and performed the necessary actions in fire situations more quickly and efficiently.
VR technology can also be used to teach various aspects of workplace safety, such as working at heights, working with hazardous substances, and more. Virtual reality training creates realistic situations in which the user can gain experience with hazardous objects and conditions without risking their life and health.
Another example is training in handling toxic substances and hazardous materials. In this case, VR technology can be used to create a virtual environment in which the user can practice working with toxic substances and hazardous materials without putting himself at risk. This can help employees better understand how to handle and avoid hazardous materials.
VR technology can also be used to teach you how to use different tools and equipment. For example, employees working in the steel industry can use VR technology to train them to work with hot metal and other hazardous materials. This can help reduce the risk of injuries and other workplace accidents.
VR technology can be used for training in various industries, such as medicine, aviation and public safety. Immersive solutions allow you to create complex scenarios and situations that may be difficult to replicate in real life and help students gain a deeper understanding of the technologies and processes that are used in their work.
Using VR technology for safety training has many advantages. It’s a safer and more effective way to learn, creating realistic situations in which the user can gain experience with hazardous objects and conditions. Companies that use VR technology to train their employees get better results and greater safety in the workplace.
VR modules are available to enterprise customers in most VARDIX platforms and in particular in the VARGATES educational universes.
Contact us for details.
DIMEDUS in search of a sales manager
vacancyDimedus, a company that develops 3D medical training applications and virtual patients, announces an open position – Sales Manager.
We are looking for an experienced and energetic professional who can lead the sales department and ensure the growth of the company’s sales. The candidate must have good communication and persuasion skills, be able to work in a team and generate new ideas to increase sales.
Responsibilities of a sales manager at Dimedus:
Candidate Requirements:
What we offer:
Dimedus offers a competitive salary, flexible hours and the opportunity for professional development.
If you want to join our team and lead the company to success, send your resume and cover letter to our email: hr@vardix.com
3D modeler vacancy at ROQED
vacancy3D artist-animator vacancy at ROQED!
ROQED is a dynamic company developing virtual educational products and game systems. We are looking for a talented 3D artist to join our team and help create unique and immersive virtual worlds.
The candidate must possess the following skills and qualifications:
Duties include:
We offer:
If you are ready to join our team and develop with us, send your resume and portfolio to our email hr@vardix.com.
We are waiting!
UI/UX designer required
vacancyWe are looking for an experienced and talented UI/UX designer to join our dynamic and multicultural team at ROQED to work on creating visual concepts and interfaces for our products.
Who are we?
ROQED is a global EdTech company that creates immersive environments for engaging teaching and learning of physics, chemistry, biology, and earth sciences in more than 18 languages. Interactive easy-to-use educational software for learning through the study of hundreds of detailed 3D models and animations of science subjects.
Your role will be to design user-friendly, intuitive and beautiful user interfaces to ensure our customers have the best experience using our products. With us, you’ll find the opportunity to work on exciting projects in a variety of areas, working closely with our development team.
Requirements:
Responsibilities:
We offer:
If you are looking for new challenges and want to take part in the development of unique products, you have a passion for creating beautiful and intuitive interfaces, you know how to work in a team and are ready to take on the challenges of developing user interfaces, then we would welcome you to our team. Send your resume to hr@vardix.com and we will contact you shortly.
ROQED has announced its participation in Bett 2023, the largest educational exhibition.
NewsROQED has announced its participation in Bett, the largest educational exhibition in London on March 29, 2023.
ROQED is a leading developer of innovative 3D educational platforms. Its products are widely used in educational institutions around the world, which confirms their significant contribution to the field of education. Our company actively cooperates with educational institutions, providing them with modern tools and resources for effective training. By integrating 3D technology, our platforms allow us to create unique visual and interactive learning environments that stimulate interest and enhance comprehension. ROQED strives not only to improve the educational process, but also to inspire students and teachers to explore new educational horizons.
Bett will showcase a number of recent developments in educational technology, including the new functionality of the ROQED Science school platform. In addition, ROQED will introduce several new products in the field of technical training, which are scheduled for release in 2023. Visitors will be able to learn about innovative solutions and see how these developments can improve learning and empower students. ROQED is constantly striving to innovate and develop new tools to help educational institutions achieve maximum results.
In addition to organizing a large booth at the exhibition, the company’s specialists will hold a series of reports and presentations, as well as share their experience and expertise in the use of 3D models and digital twins in the educational environment.
All the founders of the company will be present at Bett 2023, so visitors to the show and forums will be able to ask any questions and discuss opportunities for collaboration.
A visit to #Bett2023 can be especially useful for teachers and administrators of educational institutions who are interested in using innovative technologies in their work, as well as for developers of educational systems who are interested in implementing 3D technologies in their products.
More information not websites:
https://uk.bettshow.com/
https://roqed.com
Why do we pay so much attention to virtual patients?
NewsVirtual patients are computer models created to simulate the human body and use them in medical research and teaching.
Virtual patients can be helpful for various medical education, research, and new drug development purposes.
The main areas of application:
Virtual patients are now being used extensively in medical universities, where they are used to train medical students and residents to practice diagnosing, treating, and managing various medical conditions. With virtual patients, medical students can learn the skills needed to care for patients without risking patient health.
Virtual models can also be used to teach medical procedures such as injections, probing, operations, and other procedures. This allows students and medical professionals to learn practical skills without having to use real patients.
In general, the use of virtual patients in medical universities can improve the education of medical professionals, reduce training and research costs, and reduce risk to both patients and teaching equipment.
VARDIX Group has been creating virtual patients for more than 10 years and is one of the leaders in this area. You can buy ready-made systems or order the development of scripts and models for your specialized tasks.
We also invite new partners, integrators and developer groups to the dialogue. Email us and we’ll be sure to get back to you.
You can try out the VARGATES virtual patient training system absolutely free right now through the website:
https://medical.vargates.com/
Vardix Group became a GameDev Center partner of AstanaHub
News, VARGATESThe VARDIX Group of Companies has become a partner of the GameDev Center, which is located at AstanaHub.
GameDev Center is a place of attraction for those who want to grow in the mobile and PC gaming industry.
The GameDev Center will teach the basics of 3D modeling and animation for free, teach how to develop game startups, and allow the community to address the shortage of qualified personnel.
Using the center is free, but registration with AstanaHub is required.
To learn more about the Center and its events, visit https://astanahub.com/ru/l/gamedevast.