1. Using Interactive Clinical Images for Self-Assessment Luke Woodham, Sheetal Kavia, Trupti Jivram, Terry Poulton St George’s, University of London

2. Problem-Based Learning Small groups (approx. 8 students) Patient scenario Facilitated by a tutor The group plays role of the clinician Paper-based Group discussion

3. To change the existing PBL curriculum, to create a more interactive, personalised model of course delivery with virtual patients at its core To be delivered in the Transitional year between campus-based learning and clinical attachments, as Clinical PBL Based on 18 adaptive and enriched interactive cases, with 36 formative assessments, integrated with social software/wikis for notes/reflections Generation 4

4. Strengths of Virtual Patients Simple tools Flexible Can be authored directly by teachers, without need for technologists to be involved Teach clinical decision making - Allow students to take decisions, and explore the consequences of those decisions Provide feedback to students, either instant or delayed depending on goals of case author

5. Augmenting Virtual Patients Augmenting VPs – Media files (images, sound, video) – Multiple choice questions – Inquiry questions – Additional interactive tools (Flash, Javascript) Further uses – Assessment – Formative, Summative – Lectures – Ethics – Mobile platforms

6. Why augment VPs? VPs address clinical decision making Are there other skills that can be taught? Feedback from tutors indicates that students have difficulty interpreting clinical images – ECGs – X-rays – CT scans

7. Play live ICI – Interactive Clinical Images

8. ICI - Characteristics Simple and lightweight Simple to create – annotations provided by subject matter experts Embeddable into existing delivery platforms, doesn’t disrupt student learning practices

9. Feedback Questionnaire completed following PBL sessions 68 respondees

10. Next steps Embedding the tool in Moodle as part of the Healthcare Sciences course – Self-directed learning – Accompanying MCQs Controlled trial of student exam performance following the exposure to either the standard clinical image or the ICI format.